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? – read the questions, the comments (99 and still counting), and join the discussion here.
- NS and NNS identity: issues of self-confidence, language ownership and authority. – read the questions, the comments, and join the discussion here.
- What can we do to advance equality in ELT? How can I get involved?
This is the fourth post with questions on the topic of what can be done to promote equality in ELT. 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.
- What can be done to address this problem on initial teacher training courses?
- How can we encourage other teaching associations to get involved?
- What’s the next step – what can we do? How do we organise?
- How can I change the parents’ or headmaster’s attitude towards NESTs and NNESTs?
- How do we deal with a government that wants NESTs and has strict visa restrictions for NNESTs from abroad?
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.