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Editor's Notes

• #5: According to Illes (1991) managers of such schools claim they are responding to student demand; students, they claim, prefer native English speaking teachers (NEST) (Mahboob, 2003. cited in Fathelbab, 2011) I first became interested last summer, on a discussion board the longest discussion, I was amazed at the direct discrimination teachers faced. It reminded me of the discrimination of the 50s in the UK. I asked a NNEST teacher on her opinions, did she think the different groups had different skills, because at this stage I hadn’t really considered it. I also wrote a short blog post on it. And it just gives my opinion. So I was very aware of my own views bias on this, and in part that’s what influenced the methodology I chose.
• #7: intuitive generalisation of perceived differences among people” (Moussu and Llurda, 2008: the dichotomy is “misleading” when you consider it within the world Englishes framework (Moussu and Llurda, 2008)
• #11: 500-1,000 word essay Why? It allows the participants to highlight the topics that are meaningful to them It makes no presumptions about the kinds of answers participants might provide Minimizes the opportunity for researcher bias I could have opted to do a questionnaire, which in fact is what a lot of other researchers had done. But I was very aware of my bias. And I really wanted some data that I could be as confident as possible was not influenced by my own bias/views and thoughts. I also wanted to know exactly what it is students think and why. I wanted to get behind the headlines of a questionnaires. Students’ English level, Past exposure to NEST and NNEST Interest in the subject (self-selection) Cultural background Lack of triangulation with semi-structured interviews/ questionnaires Excludes those with low-level English Requires significant input from participants/motivation Snap-shot into the views of this group. The results are not generalisable
• #13: Pronunciation – this suggests it’s very important to students A total of 92 comments Most comments referred to NEST (51) and 44 of these were positive 37 comments were made about NNESTs, 19 were positive Language ability (42) and pronunciation (16) received the most comments
• #17: Would be interesting to know whether this changes depending on student level There were some exceptions some said they didn’t mind and didn’t think it was important, but no-one said the NNEST ws preferable to a NEST unless
• #19: Mahboob (2003) who found NNESTs received the greatest criticism for their oral sills. I find this at odds with my personal experience in the classroom when students groan at the idea of a pronunciation lesson This was what nnest were criticised for most and nest praised for most
• #21: All of the comments in the “other” category expressed positive attitudes towards NEST. In this comment the student refers to an external stakeholder parents. The view of parents, who are often the ones who make the decisions about where a student will study, is rarely discussed in the literature. This comments gives us an insight into the views of one on these parents. The second comment seems to suggest that NNEST can teach you, but you must first have a good foundation in the language, which can only be attained through NESTs
• #23: Professional/personal skills play a key role in being a good teacher. (Liang 2002, cited in Ling and Braine 2007; Cheung, 2002,cited in Moussu, 2010).
• #24: Why is this issue of pronunciation so important to them? Is it because they feel the classroom is the only place they can practise it? Do they see it as the most important factor when learning a language? All these things require more research How do students think their pronunciation improves by having a NEST Is it by absorption? Is it by constant correction? Is it by model and drilling