1. Hilary Pearson Language & Power May 10, 2010

2. This interactive workshop will explore various issues concerning the ever-changing dynamics of teaching global English by comparatively examining perspectives of NEST and Non-NEST teacher case studies as well as global English educational trends and their effects on English teaching by way of dialogue.

3. Choice of topic & workshop NEST & Non-NEST Gallery Walk Reflection Defining NEST & Non-NEST Compare to Effective Teacher criteria English Variety & Teaching Context Discussion Identity Job Profile analysis Your role as a teacher Choice of workshop Gallery Walk

4. The influence my English speaking status has on job opportunities Recent trends and in the News (Arizona) http://www.youtube.com/watch?v=1TN53Ovd_80 http://www.youtube.com/watch?v=J3CAIdztvy0&feat ure=related http://www.youtube.com/watch?v=J3CAIdztvy0&feat ure=related http://www.youtube.com/watch?v=XQ1L02r358M&fea ture=related http://www.youtube.com/watch?v=XQ1L02r358M&fea ture=related

5. Write 1 question or statement that you have come to this workshop with regarding NESTs and Non-NESTs in the English teaching field

6. This story confronts us with the absurdity of an educational system that prepares one for a profession for which it disqualifies the person at the same time. - Suresh Canagarajah What are some topics or issues regarding NESTs and Non-NESTs in the English teaching field? (With your neighbor)

7. To consider the role of NESTs and Non-NEST we first must seek to properly define these terms and the variables that encompass their meaning Defining NEST and Non-NEST Directions: 1. Review the terms and aspects provided to your group and discuss their relevance in defining a NEST or Non- NEST. 2. Create a definition for NEST or Non-NEST using all of the terms given to your group

8. Could you use the same definition that you used to define a NEST or Non-NEST to define an effective English teacher? Why or why not? How would you define Effective English Teacher? Directions: Pair up, with one person who had defined NEST and one who defined Non-NEST and discuss and answer the questions above

9. Linguistic, cultural and communicative competence Knowledge of the learners and learning A second language learner? Mono/bi/multilingual Prior teaching experience Credentials Ethnicity/Nationality Methodology

10. "A new study suggests the Queen is dropping the traditional RP accent and starting to resemble the standard southern English English accent associated with those "younger and traditionally lower in the social hierarchy."..." Those pronunciation teachers who hold the view that there is this ideal pronunciation which we can all aim for are obviously wrong … because what is that ideal...” Defining and placing ‘variety’ on the map

12. - Describes the slight difference as to which Standard English (a dialect) varies across the world (Osnabruck University) AmE/African American Vernacular/Ebonics BrE Australian E/ New Zealand E South African/Black South African E Caribbean E Indian E Scots E Singapore E

13. Discuss in pairs the effects of the variety variables below on the context of your teaching, learners and learning Mutual comprehensibility (EIL) What variety do you speak? Language learning setting (ESL, EFL, ELF or EIL) The effects of the variety you taught on your students’ English (NEST & Non-NEST)

14. Personal Identity Ethnic Identity National Identity Cultural Identity Mono/Bi/Multilingual Identity Professional Identity Collective Identity?

15. Review the following English teachers personal essays and reflect on the influences of their identities. Do they discuss their identities? What do they consider their advantages or disadvantages as NEST and non-NEST teachers (teaching experience, language familiarity, politics)?

16. What are your identities as a language teacher? Which identity do you consider to own first? Why? What is the relationship between these identities? How do your identities influence your teaching and career?

17. Lets take a look at these job announcements and analyze the criteria for English Teachers. What attributes do the hiring programs seek? How do these attributes relate to our exploration of the dynamics of NESTs and Non-NESTs?

18. When considering the factors that define and influence NESTs and Non-NESTs, where do you fit into the English teaching field and what is your role as an English educator?

19. Posting the statements and questions from the beginning of the workshop in a gallery walk. Choose one statement or question and stand by that quotation (it may not be your own) Comment on the statement or question directly under the statement or question

20. Respond to 2 of the 3 prompts on either side of your card 1. One thought that I am taking with me from this workshop is … 2. One question that I have regarding the content of the workshop is … 3. One thing that I enjoyed about the workshop was …

21. I hope you will leave this workshop with more questions than answers regarding the dynamics of the NESTs and Non-NESTs in the English teaching field, because the only way to navigate, explore and learn how these dynamics effect the teaching field is to ask why and how do the influences impact us as teachers.

22. Plurilingualism English as an International Language Varieties: BrE, AmE, etc. World Englishes Primary English Education Bilingual Education More? How do these trends influence us as NEST & nonNEST English teachers?

23. Braine, George. “NNS and Invisible Barriers in ELT.” The Chinese University of Hong Kong. Graddol, David (2006). “English Next.” British Council. Kirkpatrick, Andy (2006). “No Experience Necessary.” Gaurdian.co.uk Maum, Rosie. “Nonnative-English-Speaking Teachers in the English Teaching Profession.” ERIC Digest. “Non-Native English Speakers in TESOL (NNEST) Blog of the Month.” http://NNESinTESOL.blogspot.com/ Power, Carla. (2005). “Not the Queen’s English: Non-native English Speakers now outnumber native ones 3 to 1.” Newsweek International.