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How to implement a successful equal opportunities policy by Matt Schaefer

I have, since 2013, worked as a program manager of Rikkyo University’s Center for English Discussion Class, a large-scale, unified-curriculum course that caters to roughly 4,700 students per year at a university in Tokyo, Japan. I am jointly responsible for curriculum design and evaluation and for hiring, training, and overseeing the professional development of 42 …

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The importance of promoting equal opportunities by Steven Cameron

In our area of the education sector, the most common cause for concern, is an unfair policy towards non-native speakers as English language teachers. Many people in ELT would probably agree that native and non-native teachers both have advantages over the other. While native speakers are normally fantastic sources of vocabulary, non-native teachers often have …

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Recruiting for diversity: a NNS/NS diversity based recruitment policy by Andy Hockley

Note: This is the second of two blog posts. The first sought to explain what diversity is all about and why it is important, and specifically why it is important in our context in language teaching organisations (and indeed what it should mean to us).  This one, the second, is intended to offer some ideas …

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Diversity in recruitment – why should we seek it? by Andy Hockley

Note: This is the first of two blog posts. The first seeks to explain what diversity is all about and why it is important, and specifically why it is important in our context in language teaching organisations (and indeed what it should mean to us).  The second, to follow, will talk about how we can …

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In reflection: Lessons learned after 2 years of hiring NNESTS by Andrew Davison

My experience working with NNESTs started just over 2 years ago when I setup my business Learn English Budapest. We’re not a language school, but rather an agency that matches up private English teachers with students in the city. The aim when I set out was to give teachers a convenient alternative to putting up …

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TESOL Spain position statement against discrimination

Recently, TESOL Spain has issued a position statement against discrimination in ELT, opposing job ads that require the candidate to be a ‘native speaker’, have ‘native-like’ fluency, or speak with ‘standard’ English. I had a chance to talk to the current president of TESOL Spain, Annie Altamirano, to find out a bit more about the statement …

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What can we do to promote equal professional opportunities for NS and NNS in ELT? How can I get involved?

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 …

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NS and NNS identity: issues of self-confidence, language ownership and authority.

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 …

NS and NNS identity: issues of self-confidence, language ownership and authority. Read More »

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