Two days after Silvana Richardson’s brilliant plenary: The Native factor (read more about it here), there was an equally fascinating Q&A session. However, since it was impossible to address all the questions posed by the audience then and there, Silvana and I decided we would continue the discussion on this blog. We gathered all the questions and divided them into four groups according to the emerging topics:
- NS and NNS labels: a false dichotomy? – read the questions, the comments, and join the discussion here.
- Proficiency: is there a minimum level for a language teacher?
- NS and NNS identity: issues of self-confidence, language ownership and authority.
- What can we do to advance equality in ELT? How can I get involved.
This is the second post with questions on the topic of language proficiency. We’d like to invite you to answer the questions below in the comments section. We’ll then gather the answers and post a follow-up article also including our comments.
For the next two weeks we will post the remaining two topics, one every week. So if you’re interested in continuing the discussion, stay tuned. Follow the blog on Twitter, FB or via email so you don’t miss any of the discussion. You can also read the questions, comments, and get involved in the discussion on NS and NNS labels: a false dichotomy from last week here.
And if you’re interested in reading up a bit on NS and NNS issues, native speakerism or English as a Lingua Franca, check out the Reading List section with links to academic publications that are freely available on the internet. If you prefer to watch something, check out Videos section for a selection of talks and interviews.
You might also be interested in these three podcasts recorded by the TEFL Show which focus on some similar themes:
- Should native speakers also take proficiency tests?
- 5 reasons why native speakers should learn how to speak English internationally
- Which pronunciation model should we teach?