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NNEST (/ ɛ n ˈ n ɛ s t / en-NEST) or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).
An example of near-native speakers are non-native language teachers. Since non-native English-speaking teachers need to teach their second language in their daily lives to be competent language teachers, [24] they have to continuously train their linguistic ability and capacity in the second language. Hence, teaching it daily helps to increase ...
The English for Integrated Studies (EIS) project model initiated in 2003 at Sunthonphu Pittaya Secondary School (SPSS), Rayong, Thailand, is an exemplar of the use of English for integrated studies in Math, Science and IT, taught by non-native English speaking Thai teachers. [34] In the year 2015 expanded to 500 schools all region of Thailand. [35]
The native-speaker ideal for language teachers is a fallacy, [8] as native-speaker teachers are not linguistically and instructionally superior compared to non-native speaking teachers. The native-speakerism ideology is described as "a distorted world view" by Holliday, [9] and by labelling teachers as native or non-native it falsely positions ...
Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field.
A combination of misinformation, stereotypes, and individual reservations can alter teachers' perception when working with culturally diverse or non-native English speakers. Teachers are placed in the position to teach English-learning students, sometimes without the necessary training, as mentioned above.
A teacher scaffolds instruction to provide the necessary support for students to learn the content. In a bilingual education classroom, this could look like pre-teaching content in the student's native language before teaching the same content in the second language. [citation needed]
The teaching profession has used different names for TEFL and TESL; the generic "teaching English to speakers of other languages" (TESOL) is increasingly used, which covers TESL and TEFL as an umbrella term. Both native and non-native speakers train to be English-language teachers.