SATURDAY MAY 20, 2023 (DAY 2) 1. How should NNEST (Nonnative English speaking teacher) Movement evolve? Kilryoung Lee
(Hankuk University of Foreign Studies)
(Abstract) The commonly accepted view in English education has been that native English speaking
teachers (NESTs) are better than Nonnative English speaking teachers (NNESTs) in knowledge
and performance. We often say there could be power struggles between the expatriate NESTs
and the indigenous NNESTs in EFL contexts. However, when we go further, we can see that
there are two types of NNESTs who are different from each other; indigenous NNESTs who are
local nationals (LNNESTs) and NNESTs who are foreign nationals (LNNESTs). FNNESTs have
the additional concept of ‘foreign’, which leads people to think that these teachers may neither
show authentic proficiency of English nor understand the native language of the country (Lee,
2022), This will lead us to think FNNESTs are much less suitable to teach nonnative students
than LNNESTs. This study will cover how NNESTs’ movement has evolved and how the
movement should go in the era of globalization, specifically in East Asia countries.
2. Identifying Aboriginal and Torres Strait islander English: Conundrum and Challenges. Dr. Anamika Sharma
Employment Consultant
Wise Employment,
Department of Social Services,
Melbourne, Australia
anamika2503@gmail.com (Abstract) The teaching of English to Aboriginal and Torres Strait Islander students in Australia is a
complex and challenging issue. One of the primary challenges is identifying and teaching
Aboriginal and Torres Strait Islander English (ATSI English), a distinct dialect that differs
significantly from standard Australian English. This paper examines the conundrum of
identifying and teaching ATSI English, highlighting the challenges that teachers and students
may face. As the understanding about indigenous language ecologies grow, the importance of
staying up to date with current knowledge and practices grows.
This research is based on real-time dialogues between speakers of Australian English and ATSI
English while addressing their mutual obligation of searching, applying, and doing jobs as
recipients of ‘job seeker payment’. The attempt is to draw attention and recognize the
complexities of the linguistic and cultural backgrounds of ATSI speakers of English.
The findings of this study aim to have significant implications for teacher education programs
and policy makers, highlighting need for greater awareness and support for raising the standards
of teaching of ATSI English in Australian schools.
