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It is a pleasure to read your excellent posts.
Thank you for writing them.
So the MoodleMOOT 2017 is over. This was a three-day event with 24 webinars with speakers from 13 countries of the world. As usual, MoodleMOOT was organized by Dr. Nellie Deutch, who is inspirational, as always. I am so glad that this year I could make it!
This time Nellie asked us to post our reflections to the Moodle site. And I am reflecting on some webinars and want to put those reflections here as well.
So this is my first reflection on the Opening Ceremony.
Is English a Global Language?
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NNEST should not count but rather teachers’ professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
I have just bought the book.
It is an excellent source of information.
Thank you for writing it.
More than 20 years ago, in the early 1990s, there was a lot of discussion about the position of teachers of English who were either native or non-native speakers of the language. In The Non-native Teacher Péter Medgyes, a Hungarian, wrote about the relative advantages and disadvantages, problems and insights, of both groups. This became a successful book, used widely on teacher training courses in many countries.
However, as with so many other aspects of teaching and methodology, interest in the topic went up and down over the years. Coinciding with changes in publishing companies, both the first (Macmillan) 1994 edition and the later (Hueber) 1999 one, went out of print.
In the last few years, as the importance of both pre- and in-service training has begun to be increasingly recognised, together with the relevance of its various forms to different kinds of learning/teaching environment (primary, secondary, adults), the debate…
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