Premium
Myths and Misconceptions About Nonnative English Speakers in the TESOL ( NNEST ) Movement
Author(s) -
Selvi Ali Fuad
Publication year - 2014
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.158
Subject(s) - mythology , sociology , pedagogy , competence (human resources) , variety (cybernetics) , context (archaeology) , movement (music) , democracy , linguistics , linguistic competence , psychology , political science , history , politics , social psychology , aesthetics , computer science , law , philosophy , classics , archaeology , artificial intelligence
Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL , it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL ( NNEST ) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism.