NNEST Newsletter

NNEST News, Volume 10:2 (December 2008)

by User Not Found | 10/27/2011
In This Issue...
  • Leadership Updates
    • Editors’ Remarks
    • Letter From the Chair
  • Articles
    • Teaching Experience and Linguistic Proficiency in Language Teaching, Masakazu Mishima
    • Obsessed With Accents, George Braine
  • Announcements and Information
    • NNEST Resources
    • Call for Submissions: Asian EFL Journal
  • About This Community
    • About the Nonnative English Speakers in TESOL IS (NNEST IS)
    • NNEST Newsletter Call for Submissions
    • NNEST Newsletter Mission Statement

Leadership Updates Editors’ Remarks

Kyung-Hee Bae, University of Houston Writing Center, kbae@uh.edu (Editor)

Sandra Zappa-Hollman, University of British Columbia, sczappa@interchange.ubc.ca (Volunteer Editor)

Lisya Seloni, Indiana University of Pennsylvania, lisyaseloni@gmail.com (Volunteer Editor)

We invite all of you to read this issue of the NNEST Newsletter, the first issue that we publish as an interest section. As our past editor pointed out in the last newsletter, Nonnative English Speakers in TESOL as a caucus made it possible for us to have our voices heard. Through united voices and persistent attempts to educate others, our caucus succeeded in raising awareness of NNEST issues; articles featured in the current issue, however, plainly show that we still have a long way to go and that perhaps it might be time to look at ourselves more closely.

Katya Nemtchinova, in her letter from the chair, discusses activities that our leadership has put together for the next TESOL convention. As the illustrated Academic Sessions attest, it is clear that our organization has grown from merely advocating on NNEST issues to working collaboratively with other constituents of TESOL to focus on matters that affect not only us but also the educational community at large. The planned sessions will provide a great opportunity to see how such issues may have direct ramifications for various areas of language learning and teaching.

The first article, written by Masakazu Mishima, describes the findings of his preliminary study in which Masakazu investigated a possible correlation between the linguistic proficiency and teaching experience of language teachers and their own perceptions of various tasks in language teaching. Data from 11 nonnative English-speaking teachers and native English-speaking teachers show that depending on the instructors’ native speaker status, their self-identified linguistic competence plays an important role in how they perceive their own performance in class.

In turn, George Braine starts his article with an anecdote to illustrate our “obsession with accents” and postulates that perhaps such obsession shows that most of us, no matter how ardently we argue otherwise, still subscribe to the native speaker fallacy. He concludes his article by inviting readers to reflect on the repercussion of this obsession.

We hope you enjoy the articles featured in this issue. We thank our contributors for sharing their insights with us, and please contact either the authors or us should you have any comments or feedback you would like to share. Also, we would like to encourage all of you to send your contributions for the next issue to kbae@uh.edu

Letter From the Chair

Katya Nemtchinova, Seattle Pacific University, katya@spu.edu

Greetings to all,

Our Nonnative English Speakers in TESOL (NNEST) community has been very busy in the past couple of months. After officially becoming an interest section in June we succeeded in having members formally join the IS as well as moving all of you from the caucus electronic mailing list to an IS list. The NNEST Web site has moved to a new server and features a very appealing design; the new address is http://nnest.asu.edu. I would like to encourage you to make use of these excellent electronic resources and thank our webmaster Ana Wu and e-list moderators Aiden Yeh and Rosie Maum for keeping our communication channels running. Our special thanks go also to Sandra Zappa Hollman for having done a wonderful job as the NNEST Caucus newsletter editor since 2006. Assuming the editor role until elections in February is Kyung-Hee Bae, who will be assisted by Sandra Zappa-Hollman and Lisya Seloni, our past editor and a long-time editorial volunteer.

Perhaps our biggest transitional challenge has been the preparation for the annual TESOL convention, which will take place April 2-5, 2009, in Denver, Colorado. First, there was the proposal adjudication process. Sixty-nine abstracts on a variety of topics related to NNEST were submitted and many interest section members were prompt in answering the call for reviewers. This is an important service to the profession and I would like to thank everybody who served as proposal readers for carefully reviewing assigned submissions and sticking to deadlines. Acceptance/rejection notices for your submissions were sent out in October. I hope that all proposals were accepted.

Another activity we worked hard on was putting together our very first IS Academic Session. In “NNEST Advocacy and Awareness Raising: Global Perspectives 10 Years On,” affiliate representatives from across Korea, South Africa, Spain, Venezuela, and the United States will discuss their success in raising awareness of issues important to nonnative English speakers in TESOL. Third, we will hold an InterSection with the Second Language Writing IS entitled “Strangers Here Ourselves: How NNESTs Work With Multilingual Writers.” Fourth, we will also participate in the InterSection with the International Teaching Assistants IS entitled “Nonnative English-Speaking Teachers: Issues and Considerations.” Organizing these events would not have been possible without a lot of brainstorming, networking, and coordinating, and I am extremely grateful to Brock Brady, our chair-elect, who put a tremendous amount of energy, leadership, and hard work into making all this happen.

Thanks to all you members as well. Your cooperation and understanding have made this transition to an interest section much smoother than we had imagined it would be.


Articles Teaching Experience and Linguistic Proficiency in Language Teaching, Masakazu Mishima

Masakazu Mishima, New York University, masakazu0614@hotmail.com

In spite of unique contributions that nonnative-speaking (NNS) teachers can make in the language classroom, native-speaking (NS) teachers are often preferred in language teaching. Various discussions and studies have been conducted to identify the reasons why NS teachers are preferred by schools administrators and students (Braine, 1999; Cook, 1999, 2001; Moussu & Llurda, 2008). Thomas (1999) argued that because of an assumed lack of language proficiency in NNS teachers, their credibility as potential language teachers is often questioned. While researchers such as Phillipson (1996) argue that linguistic competence alone does not qualify a person to be a good language teacher, language proficiency is still considered to be the most important indicator in determining one’s success in teaching the language (Llurda, 2005). Such discussions have led researchers to question what qualities are essential for a successful language teacher. A general consensus among researchers is that both NS and NNS teachers have to be proficient in the target language and must have sufficient knowledge and experience in language teaching pedagogy. Medgyes (2001) stated, “The ideal NEST and the ideal non-NEST arrive from different directions but eventually stand quite close to each other” (p. 441).

The significance of teaching experience and language proficiency in language teaching has been expressed by many researchers and educators. However, how precisely language teachers’ linguistic proficiency and teaching experience contribute to language teaching is still open to question. Therefore, this preliminary study attempts to explore the question by looking at how practitioners attribute their perceived difficulty in teaching tasks to their language proficiency and teaching experience. It also explores how native and nonnative language teachers may differ in their perceptions of the contributions of their language proficiency and teaching experience to language teaching.



The data were collected through a questionnaire consisting of three sections and a total of 66 questions and related items employing a five-point Likert scale. The first section was designed to elicit participants’ demographic information (e.g., gender, age, target language proficiency). The second section of the questionnaire asked participants about their perceptions of the level of difficulty in teaching tasks and how their teaching experience and language proficiency contributed to their perceptions. Teaching tasks identified for the questionnaire were based on Chaudron and Crookes’s (2001) three-part lesson sequence of present, practice, and evaluate. In addition, pre- and postteaching tasks such as lesson planning and assignment marking were included in order to cover additional tasks in which language teachers may engage. The question items representing 33 teaching tasks were subsequently organized into three categories: (a) planning stage, (b) teaching stage, and (c) postteaching stage. The third section of the questionnaire included three open-ended questions (see appendix).These questions were added to elicit further data on the participants’ perceptions of their language proficiency and teaching experience.


The participants were current and prospective language teachers recruited at a North American university. A research invitation was sent to all instructors via a university electronic mailing list, explaining the purpose and the procedures of the research and requested voluntary participation. Eleven participants with an average of 10 years of teaching experience consented to participate. Then, the participants (10 females and 1 male) were directed to answer the questionnaire posted on a designated Web site. All participants hold an MA degree or higher in language teaching or other related fields. Six NS language teachers (one was a teacher of Japanese, two of Spanish, and three of English) and five NNS language teachers (two were teachers of French and three of English) participated in this study. All NNS teachers in this study self-rated their target language proficiency as near-native level.


To analyze the general trend in participants’ responses to the questionnaire, the responses were organized into three categories: (a) planning stage, (b) teaching stage, and (c) postteaching stage. Each category corresponds to the specific teaching tasks included in the questionnaire. The planning stage includes tasks such as planning lessons and preparing teaching materials. The teaching stage includes delivery-related tasks such as giving instructions, explaining language elements, answering questions, and providing feedback in class. The postteaching stage includes tasks such as providing feedback on students’ assignments. In addition, the participants’ responses were compared based on their language status as language teacher: native or nonnative. Finally, in order to minimize biases in the interpretation of data, responses to three open-ended questions were analyzed based on predetermined key phrases: teaching experience and language proficiency.


Figure 1. Average perceived difficulty in teaching tasks

Figure 1 summarizes the participants’ average ratings of teaching difficulty on teacher tasks in all three stages of teaching. Each of 33 teaching tasks was rated by the participants using a five-point Likert scale, with 1 being “easy” and 5 being “difficult.” The participants in the study in general perceived material preparation and lesson planning as moderately easy (M = 1.85). The participants considered teaching-related tasks (e.g., giving instructions, presenting language elements, teaching different skills, providing feedback) also to be moderately easy (M = 2.11). They also regarded the postteaching tasks to be moderately easy to conduct (M = 1.92). In summary, the participants felt that teaching is moderately easy in all three stages.

Figure 2. Perceived contributions of teaching experience and language proficiency in three teaching stages

Figure 2 illustrates the participants’ perceptions of the contributions of their teaching experience and language proficiency to their perceived difficulty in the tasks for all three teaching stages. The participants rated the extent of contribution of their teaching experience and language proficiency to each of the 33 teaching tasks using a five-point Likert scale, with 1 being “strongly disagree” and 5 being “strongly agree.” The results indicate that the participants consider that teaching experience is a more contributive variable than language proficiency to their perceived level of difficulty in the tasks for all three teaching stages.

A subsequent comparative analysis on the responses of NNS and NS teachers shows that there are clear differences in the perceptions of the two groups. An overall difference is that NS teachers constantly attribute teaching experience more strongly than language proficiency to their perceived difficulty in the tasks for all three stages. While NNS teachers also perceive that teaching experience is more important than language proficiency, they consider that language proficiency is more contributive than teaching experience in tasks such as making lesson plans, providing feedback, and teaching writing and reading. In addition, the nonnative teacher group differs from the native teacher group in that the former considers teaching experience and language proficiency equally important in tasks such as giving instructions on language-learning activities and answering learner questions whereas the latter considers teaching experience more important than language proficiency in those tasks. A potential explanation for the difference in their perceptions is that the two groups in this study may draw resources differently from their teaching experience and language proficiency in relation to task types.

All responses to the open-ended questions were examined based on two key phrases: language proficiency and teaching experience. The responses irrelevant to the key phrases were excluded from the analysis. The analysis shows that eight participants (72%) mentioned the importance of teaching experience in teaching whereas only two participants (18%) indicated the importance of language proficiency. The importance of teaching experience is clearly articulated in the comments of a majority of the participants in this study. For instance, “Experience is more important than language skills in teaching” (NS Spanish teacher). “Experience in the classroom is the #1 most important part of learning to teach” (NS English teacher). “Just more experience and understanding each student’s personal background” (NNS English teacher). “Experience and practice help you to constantly develop your teaching skills” (NNS English teacher). These responses echo the results of the other sections: The participants in this study generally consider teaching experience more contributive than language proficiency to language teaching.


Certainly, teaching experience and language proficiency are two important qualities language teachers need to be successful in second/foreign language teaching. This preliminary study explored how these two variables contribute to language teachers’ perceptions of various teaching tasks in three different teaching stages. The study found that the teaching experience could be an influential factor in language teachers’ perceived difficulty in teaching. However, this does not necessarily mean that the participants disregard the importance of language proficiency as an important element for language teaching. In fact, in many cases the participants rated language proficiency only slightly lower than teaching experience as a contributive variable to teaching.

The results of this study also show that the influence of teaching experience and language proficiency on teachers’ perceptions varies depending on the language status of teachers, native or nonnative. The subsequent comparative analysis on the responses of the native and nonnative teacher groups reveal that NS teachers constantly associate their perceived difficulty in the tasks for all teaching stages more strongly with their teaching experience than their language proficiency. By contrast, nonnative teachers more equally perceive their teaching experience and language proficiency as contributive factors to language teaching.

This study, as mentioned before, is preliminary; its findings and conclusions need to be warranted by further studies. However, there are some potential implications. The most obvious one is that increased teaching experience could help language teachers to teach with increased facility. Language teacher-training programs may hence benefit prospective language teachers by providing them with more classroom teaching opportunities. As for NNS teachers, language proficiency not surprisingly might be considered an important quality in teaching. The findings of this study thus may support the argument that it is important to provide additional linguistic training for NNS teacher trainees to improve their language proficiency (Llurda, 2005; Medgyes, 1999; Moussu, 2006).

Another potential implication is that, if teaching experience is indeed an important quality in teaching as perceived by the participants in the study, teaching experience may well deserve equal attention in making hiring decisions for language teaching professionals in which linguistic proficiency is often believed to be a deciding factor for potential teacher performance.

The findings of this study raise some questions that require further investigation. For example, why do certain task types seem to require more resources from teaching experience/language proficiency? What factors cause differences in language teachers’ perceptions of the contributions of their teaching experience and language proficiency to language teaching? For future studies, a larger participant number could provide a more comprehensive picture of what and how each variable supports language teachers in the language classroom and may help us understand the extent of teaching experience and language proficiency that is required to teach successfully in different teaching contexts.

Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum. 

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-210.

Cook, V. (2001). Second language learning and language teaching (3rd ed.). New York: Oxford Press.

Chaudron, C., &, Crookes, G.. (2001). Guidelines for language classroom instruction. In M. Celce-Marucia (Ed.), Teaching English as second or foreign language (3rd ed., pp.13-28]). Boston: Heinle & Heinle Thomason Learning.

Llurda, E. (2005). Non-Native TESOL students as seen by practicum supervisors. In E. Lludar (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 131-154). New York: Springer. 

Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Marucia (Ed.), Teaching English as second or foreign language (3rd ed., pp.415-427]). Boston: Heinle & Heinle Thomason Learning.

Moussu, L. (2006). Native and non-native English speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices. Unpublished doctoral dissertation, Purdue University, Ilinois. 

Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348.

Phillipson, R. (1996). ELT: The native speaker’s burden. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice (pp. 22-30). Oxford, England: Oxford University Press.

Thomas, J. (1999). Voices from the periphery: Non-native teachers and issues of credibility. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 5-13). Mahwah, NJ: Lawrence Erlbaum.

Appendix: Open-Ended Questions in the Questionnaire 
Q. What additional insights regarding the challenge of being a native/nonnative language teacher can you share? 
Q. What do you think you would need most to improve your teaching? 
Q. Did the teacher training you received prepare you enough to teach? What do you wish you had in your teacher training?

Obsessed With Accents, George Braine

George Braine, The Chinese University of Hong Kong, georgebraine@cuhk.edu.hk

After a recent trip to Singapore to conduct field research on the local cuisine, I boarded a United Airlines flight on the return leg to Hong Kong. As everyone knows, the preflight safety regulations are droned out by bored flight attendants who read them day in and day out to disinterested passengers. But this time, as I watched the young Asian man with the microphone at his mouth, I was struck by his inability to read what was before his eyes. He made numerous grammatical mistakes, displayed no awareness of stress and intonation, and, above all, had the most grating accent I had heard in a long time. (And this was after 3 days of Singlish!) I barely understood what he said despite having heard such announcements a hundred times. As the flight came in to land in Hong Kong, he performed no better with the disembarking announcement.

This reminded me of another incident that occurred a few years ago. A flight from Taiwan to Hong Kong had crashed with much loss of life. At a friend¡¦s house, I fell into a conversation with an air traffic controller who worked at the Hong Kong airport, one of the busiest in the world. What I most remember most vividly about the conversation was his unintelligible Australian accent. Knowing I was an English teacher, he began to complain about the poor English language skills of Asian pilots, but I was at sea most of the time, desperately trying to read his lips in order to respond to him. If I, who have taught English to students from around the world for 40 years in addition to being an avid watcher of CNN International and BBC World News (meaning I had heard English spoken with hundreds of international and regional accents), could not understand him, how on earth would regional pilots with limited exposure to the English language understand him?

The flight attendant and the air traffic controller, a nonnative speaker (NNS) and native speaker (NS) respectively, appeared to be unaware of their own accents. But, according to a study by Jennifer Jenkins (2005), some NNS English teachers are not only deeply conscious of their accents but also wish that they spoke like native speakers of English. Jenkins, who has authored a number of books on English as a lingua franca, conducted hour-long in-depth interviews with eight NNS English teachers from Italy, Japan, Malaysia, Poland, and Spain. All were university graduates„osix also had master¡¦s degrees„oand were highly proficient in English.

When queried about their attitudes toward their own accents, all the teachers displayed some ambivalence. Three respondents were positive, four were negative or uncertain, and one respondent claimed to have never thought about the matter. When asked about how they would feel if ¡§someone thought your accent was a native-speaker accent¡¨ (p. 543), even those who had earlier responded positively about their own NNS accents expressed various degrees of attachment to an NS accent. The four respondents who had been negative or uncertain about their accents were more consistent with these views, one saying that she would be ¡§very happy¡¨ if hers was considered an NS accent. Another said that she ¡§would be proud of it¡¨ and the third said that she would be ¡§flattered.¡¨

Another respondent ¡§worships¡¨ NS pronunciation and claimed that an NS accent would lead her to greater career success. Jenkins stated that NNS English teachers may ¡§want a NS identity as expressed in a native-like accent¡¨ (p. 541). According to the participants in her study, such an accent would be ¡§good,¡¨ ¡§perfect,¡¨ ¡§correct,¡¨ ¡§proficient,¡¨ ¡§competent,¡¨ ¡§fluent,¡¨ ¡§real,¡¨ and ¡§original English.¡¨ In their view, an NNS accent would be ¡§not good,¡¨ ¡§wrong,¡¨ ¡§incorrect,¡¨ ¡§not real,¡¨ ¡§fake,¡¨ ¡§deficient,¡¨ and ¡§strong.¡¨

Jenkins¡¦ (2005) study is significant because it provides unusually frank insights into the self-identity of these teachers. Despite their high level of education and high proficiency in English, all eight teachers showed a preference for an NS accent and an NS identity. These findings reveal an unusual honesty but also a deep sense of inferiority among the teachers who were studied. Unlike most researchers who have delved into NNS issues, Jenkins is a native speaker of English and her research method was lengthy interviews with each participant, during which she used prompts that brought up underlying and largely subconscious reasons for the teachers¡¦ attitudes. Perhaps the teachers felt freer in opening up with a native speaker of English. On the other hand, the in-depth interviews may also have revealed perceptions that remain suppressed. The use of questionnaires, the most common instrument in research on NNS English teachers, may not be taken seriously by respondents and their responses may be superficial or limited by the prompts on the questionnaire.

Jenkins¡¦ findings should provide food for thought. After all, what is an accent? As Kumaravadivelu (2008) stated recently when writing about Hong Kong¡¦s obsession with accents, it is ¡§no more than one¡¦s way of speaking, the way one sounds when speaking, the way one uses sound features such as stress, rhythm, and intonation¡¨ (p. E4). As my anecdotes at the beginning of this article indicate, everyone, both native speakers and nonnative speakers, speaks with an accent. In the case of native speakers of English, accent may be determined by the geographical area or the social class to which they belong. In the case of nonnative speakers, the accent is related to one¡¦s mother tongue.

Then what is critical is not accent but intelligibility, that is, ¡§being understood by an individual or a group of individuals at a given time in a given communicative context¡¨ (Kumaravadivelu, 2008, p. E4). As such, both the flight attendant and the air traffic controller failed because their speech was not intelligible to me. This is dangerous because I (and airline pilots in the case of the air traffic controller) may not be able to follow their instructions during a life-threatening situation. But, in the case of the English teachers in Jenkins (2005) study, what is revealed is not only their low-self esteem and a yearning for what they could never become, native speakers of English, but also what Philip Yeung in Hong Kong called ¡§linguistic white worship¡¨ that is unworthy of highly proficient and well-educated English teachers. If English teachers from such backgrounds believe in the native speaker fallacy, what hope is there for English teachers from resource-poor countries, some of whom are barely proficient in English and have little access to information or a higher education?

Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39, 535-543.
Kumaravadivelu, B. (2008, June 7). Accent on the wrong issue when it comes to speaking English. Education Post, p. E4.


Announcements and Information NNEST Resources

Are you looking for interesting resources for nonnative English-speaking teachers? If so, you should visit the “Resources” section of our NNEST IS Web site: http://nnest.asu.edu

Don’t forget to check out the bibliography on nonnative English-speaking teachers! http://nnest.moussu.net/bibliography.html.

Also, if you know about other relevant resources (e.g., Web sites, publications, press releases, tips) that could be posted in this section, we encourage you to share this information with us by contacting the web manager, Ana Wu, at awu@ccsf.edu. Help us keep this list very useful by including current and comprehensive information.  

Call for Submissions: Asian EFL Journal

Special Issue Call for Submissions

English Language Teacher Education and Development:
Issues and Perspectives in Asia

Guest Editor: Eva Bernat

The Asian EFL Journal is one of the world's leading refereed and indexed journals in the field of teaching and learning English. It provides a unique and major forum devoted to discussions on English as an international language research and development. The journal plans to publish a special issue on English language teacher education and development in September 2010. The aim is to provide a variety of perspectives on matters related to language teacher education and professional development in the Asian context.

The global spread of English has resulted in increasing diversity and development in the field of language teaching and, by extension, in language teacher education. By bringing together research, theory, and best practices from a variety of contexts, this special issue aims to contribute to building meaningful professional dialogue among language educators, curriculum planners, and policymakers within Asia and beyond.

Authors are encouraged to submit proposed manuscripts that are theoretically sound and oriented toward practical aspects of teacher education and development. The deadline for submissions is May 30, 2009.

Possible topics include but are not limited to

  • Emergent approaches and theories in language teacher education
  • Design, development, and evaluation of ELT teacher education programs 
  • Action research in language teacher education and language teaching performance
  • Issues in ongoing teacher training and professional development (e.g. performance appraisal, supervision, mentoring)
  • Exploration of current issues in language teacher employment (e.g. native/nonnative bias, work ethics, standards, policies and agendas)

The Asian EFL Journal welcome papers from all corners of the globe, but preference will be given to those with links to the Asian context, including Australasia and the Middle East. Manuscripts should not have been submitted for consideration or published elsewhere, and should report on original research or present an original framework related to previous research, theory, and/or practice. 
Manuscripts and biographical details should be sent via e-mail attachment to

Dr. Eva Bernat
Department of Linguistics
Division of Linguistics & Psychology
Macquarie University, Sydney
Email: Eva.Bernat@ling.mq.edu.au

Please note that manuscripts will be subject to anonymous review by a panel of experts. Selection at this stage does not guarantee publication.


About This Community About the Nonnative English Speakers in TESOL IS (NNEST IS)

The Nonnative English Speakers in TESOL was first established as a caucus in October 1998 to strengthen effective teaching and learning of English around the world while respecting individuals' language rights. A decade later in July 2008, it became an interest section.

The major goals are

  • to create a nondiscriminatory professional environment for all TESOL members regardless of native language and place of birth, 
  • to encourage the formal and informal gatherings of nonnative speakers at TESOL and affiliate conferences, and
  • to encourage research and publications on the role of nonnative speaker teachers in ESL and EFL contexts, and to promote the role of nonnative speaker members in TESOL and affiliate leadership positions.

Membership is open to all interested TESOL members, both native and nonnative speakers of English alike.

Web Site: http://nnest.asu.edu/index.html

Discussion E-List
Visit http://www.tesol.org/getconnected to join NNEST-L, the open discussion list for NNESTIS members, or visit http://lists.tesol.org/read/?forum=nnest-lif you are already an e-list subscriber.

NNEST IS Community Leaders and Volunteers 2008-2009:

Chair: Katya Nemtchinova (katya@spu.edu)
Chair-Elect: Brock Brady (bbrady@american.edu)
Newsletter Editor: Kyung-Hee Bae (kbae@uh.edu
Editorial Volunteers: Sandra Zappa-Hollman (sczappa@interchange.ubc.ca) & Lisya Seloni (lisyaseloni@gmail.com)
Web Manager: Ana Wu (awu@ccsf.edu)
E-List Manager: Rosie Maum (rosiefiume@aol.com)
Assistant E-List Manager: Aiden Yeh (aidenyeh@hotmail.com)
Historian: George Braine (georgebraine@cuhk.edu.hk)


NNEST Newsletter Call for Submissions

Do you have some thoughts on the status of nonnative English speakers in TESOL (NNEST)? Do you have personal stories to share that are related to NNEST issues? Do you have some helpful tips for other nonnative English speakers in TESOL? If you do, please consider submitting an article to theNNEST Newsletter for consideration. The deadline for submissions for the May 2008 issue is March 30, 2009.

Submission Guidelines

Any of the following types of submissions are welcome:

Feature Articles (1200-1500 words) related to teacher education, research, professional development, program administration, and sociocultural issues

Brief Reports (600-900 words), such as book reviews and reports on conference presentations and papers

Personal Accounts (500-700 words) related to NNEST issues

Announcements (50-75 words) of forthcoming presentations and meetings on issues related to nonnative English speakers as well as forthcoming articles and books on issues related to NNESTs

Readers' thoughts (500 words). This section gives you the opportunity to share your reactions to and thoughts about articles published in our newsletter.

All documents need to be formatted in Microsoft Word (.doc). The editors reserve the right to edit any materials submitted for publication in order to enhance clarity or style.

Please send all manuscripts as an e-mail attachment to the NNEST Newsletter editor, Kyung-Hee Bae (kbae@uh.edu).

NNEST Newsletter Mission Statement

The NNEST Newsletter is the official newsletter of the Nonnative English Speakers in TESOL Interest Section (NNEST IS). The purpose of the NNEST Newsletter is three-fold: to inform, to inspire, and to invite. First, the newsletter informs NNEST IS members about issues, developments, and activities that are related to the professional status of nonnative English speakers in TESOL and related professions. Second, the newsletter inspires current and prospective NNEST IS members by providing stories of successes and struggles of NNEST professionals as well as of students, colleagues, and administrators who may be native or nonnative speakers of English. Third, the newsletter invites NNEST IS members to share information, insights, and experiences related to NNEST issues.

The primary audience of the NNEST Newsletter is the members of the NNEST IS. The IS members are native and nonnative speakers of English from various geographic and institutional contexts. They are teachers, researchers, and administrators as well as graduate students at various stages of professional development. All of them are interested in and concerned about issues surrounding the professional status of nonnative English speakers in TESOL. The audience also includes potential members of the NNEST IS who wish to gain insights into the NNEST IS and its activities.

The NNEST Newsletter contributes significantly to TESOL by addressing issues that affect a significant portion of TESOL members: nonnative English speakers. To native English speakers in TESOL, the newsletter offers resources for understanding and addressing NNEST issues in ethical, effective, and informed ways. In order to enhance its appeal to native English-speaking (NES) members and to facilitate mutual understanding between native English speakers and nonnative English speakers, the newsletter seeks to increase submissions from native English speakers in the profession. It also seeks to further raise the awareness of the issue of diversity by encouraging submissions that address how NNEST issues interact with issues faced by other interest sections.

Because NNEST issues affect all members of TESOL directly or indirectly, the NNEST Newsletter will continue to contribute to the overall mission of TESOL by

  • promoting a better understanding of the status of nonnative English speakers in TESOL
  • prompting the discussion of NNEST issues among all TESOL members
  • providing resources to NNEST IS members as well as TESOL members in general