Leadership Updates
Editors’ Remarks
Silvia Pessoa and Fabiana Sacchi introduce the newsletter and encourage members to submit articles for the next issue of the newsletter.
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Letter From the Chair
Lucie Moussu’s letter first recognizes the leaders of the NNEST Caucus and then discusses the importance of research. In her letter, Lucie emphasizes that small-scale projects published in local journals and newsletters are as significant and valuable as larger studies published in international journals.
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Articles and Information
Race and (Non)Nativeness in English Language Teaching: A Brief Report
This brief report summarizes the presentations given in a colloquium entitled “Race and (Non)Nativeness in English Language Teaching,” which was organized for the 2005 TESOL Convention in San Antonio. The colloquium aimed to take the discussion on native/nonnative speakers beyond the issue of language and to explore how race and other social categories might impact the experiences of TESOL professionals.
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An Analysis of the Editing Process of NNESs’ Articles
Research concerning editing articles written by nonnative English speakers (NNESs) shows what kinds of changes journal reviewers ask to be made. Awareness of these changes can increase the possibility of nonnative English speakers in TESOL (NNESTs) publishing in the field. Norbella Miranda and Karen Englander Beck compare original manuscripts to final versions of articles written by NNESs and explain some of the changes that reviewers commonly ask NNES professionals to make.
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Second Language Competence: Native Speaker Competence or User Competence?
Although the native speaker fallacy has been criticized for its irrelevance to the evaluation of NNESTs’ pedagogical expertise, it has not been adequately addressed at the language classroom level. John Liang argues for a renewed definition of second language competence in line with user competence rather than native speaker competence so that attainable learning criteria can be presented to language learners as realistic goals for language achievement.
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On NNES Teacher Trainees’ Narratives in the Classroom Discourse of a TESOL Program
This article discusses the importance of analyzing the narratives of nonnative English-speaking (NNES) teacher trainees in a TESOL program. Lisya Seloni and Yesim Bektas-Cetinkaya call for an analysis of the participation patterns and speech events of NNES teacher trainees in TESOL classrooms in order to understand the nature of NNES teacher trainee’s classroom participation patterns and unfold the positioning of both NES and NNES and the construction of their professional identities as Self and Other in classroom discourse.
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Teaching English in China: NNESTs Need Not Apply?
There are numerous EFL teaching opportunities in China; however, these positions seem to be open to White native speakers only. Tiffany Shao offers a personal account of the disappointments she experienced when seeking teaching positions in China as a Chinese American with professional training in TESOL.
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Announcements
TESOL Awards and Grants
This document includes a list of TESOL Awards and Grants.
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TESOL’s Awards and Grants Program: The Experience of Two Award Winners
This short article reports on the experience of two award winners from Brazil who had the opportunity to go the 2005 TESOL Convention in San Antonio.
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