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'Inside the classroom of a non-Native English Speaking teacher' by Eszter Hajdics

In her talk, given this year at ELTed in Cork, Eszter Hajdics shows that nNESTs have numerous strengths which are very often overlooked in the recruitment process (around 70% of all advertised posts are for NESTs only – see this post) . As a result, she argues that the ideal language school is one where the ratio between NESTs and nNESTs is around 50%, so that students can benefit from the strengths that each group brings into the classroom. Do you agree with her?

esther hajdicsEszter Hajdics earned her MA degree (‘Philologist and Teacher in English Language and Literature’) in 2005 at University of Pannonia, Veszprem, Hungary. She started her PhD studies in Language Pedagogy the same year but later changed to Education Sociology. Her defence is planned for 2015.

After teaching English in Hungary for 8 years at private language schools and as a university assistant professor, she arrived in Cork, Ireland in 2013 and continued her English teaching career in summer camps and at a local private college. She has been a member of ELT (IATEFL) Ireland since its foundation.

 

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fuad142
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native english speaking teacher need like http://preply.com/en/skype/english-native-speakers

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[…] In her talk, given this year at ELTed in Cork, Eszter Hajdics shows that nNESTs have numerous strengths which are very often overlooked in the recruitment process (around 70% of all advertised post…  […]

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[…] strengths. For a brief overview you can read James Taylor’s post or watch Eszter Hajdics’ presentation. And I don’t think anyone would question that a stereotypical NS also has numerous […]

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[…] myths or stereotypes” here), Eszter Hajdics (her talk on NNEST strengths can be viewed here), Chio Rojas and Peter Lahiff, who all contributed […]

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