Results 131 to 140 of about 425 (161)
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Unpacking In-Class Silence from NESTs and NNESTs Perspectives
Studies in English Education, 2016This comparative study investigates how both native and non-native English speaking student teachers (NESTs and NNESTs) in a U.S.-based TESOL program view their own and others’ participation in class discussions. Grounded in social identity theory, which postulates linkages between social categories and individual identities, this study examines how ...
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Making sense of emotions in NNESTs’ professional identities and agency
2014This chapter argues that the emotions felt and experienced by teachers impact how they conceptualize their teaching and the very essence of their pedagogical practices. It describes that in order to effectively prepare non-native English-speaking teachers (NNESTs) in TESOL, teacher educators should understand how various emotions experienced by NNESTs ...
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'Ceci nnest pas un Marchh': Gratuity and Competition Law
SSRN Electronic Journal, 2014This paper argues that European competition law does not allow for the definition of gratuitous markets, and that it is highly unlikely that free products/services can be included in markets with paid products/services. It is also argued that competition law does not apply to truly gratuitous exchanges (“de gratis non curat lex”).
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Interrogating Race in the NEST/NNEST Ideological Dichotomy
2021Peter I. De Costa +3 more
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The NEST–NNEST Divide and Teacher Identity Construction in Hong Kong Schools
Journal of Language, Identity & Education, 2016ABSTRACTDespite widespread acknowledgement of the contribution of nonnative English-speaking teachers (NNESTs) to teaching English as an international language, the privileging of native English-speaking teachers (NESTs) and native-speaker competency, and concomitant marginalization of NNESTs, continues in many countries.
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The professional identity construction of non-local NNESTs in the Saudi context [PDF]
, 2019 Whereas NNESTs make up the majority of ELT professionals in the world today, they are still treated as ‘the marginal majority’ (Kumaravadivelu, 2016) . In the last few decades, there have been calls for a more equitable ELT profession that moves beyond the NS fallacy (Phillipson, 1992).
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Students' perceptions towards NESTs and NNESTs teachers in online education
2021İngilizcenin dünyanın birçok ülkesinde yabancı dil olarak öğretilmesinin birçok nedeni vardır. Bunun en önemli nedeni, İngilizcenin bilimsel, ekonomik, siyasi ve askeri gelişmelere erişim için vazgeçilmez bir dil olarak görülmesidir. Bu nedenle İngilizce eğitimi dünyanın birçok ülkesinde ilkokuldan üniversite düzeyine kadar müfredatta yer almaktadır ...
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Chapter 15. Collaboration between NESTs and NNESTs
2017Luciana C. de Oliveira +1 more
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