NEST or NNEST: Does It Matter in Pronunciation Teaching?
Marla Yoshida • yoshidam@uci.edu
UC Irvine Extension • International Programs
http://teachingpronunciation.weebly.com/
TESOL International Convention • Toronto, Canada • March 25-28, 2015
NEST: Native English Speaking Teacher
NNEST or Non-NEST: Nonnative English Speaking Teacher
Points of agreement among researchers on NEST/NNEST issues:

At least 80% of EFL/ESL teachers in the world today are NNESTs, most teaching in EFL contexts in
countries where English is not the main language in general use.

NESTs and NNESTs tend to differ in their teaching behavior and styles.

Each group has potential advantages and disadvantages in teaching English.

Most importantly, both groups can be skillful, effective English teachers. (Medgyes 2001)
But what about teaching pronunciation?
What qualities, knowledge, or skills do effective pronunciation teachers need to have?
Research about NESTs and NNESTs as it applies to pronunciation teaching
Bear in mind:


Most research has been based on surveys of teachers’ perceptions of how the two groups teach, not
on observations of actual classroom behavior.
These are generalizations that describe overall tendencies, and they do not fit every teacher in each
group. Many, many other factors also influence how we teach.
General characteristics of NESTs and NNESTs in teaching pronunciation
Native English Speaking Teachers (NESTs)
Nonnative English Speaking Teachers (NNESTs)
 Can be good pronunciation models; English is
their L1.
 Can be good learner models; they’ve been there.
 Have an intuitive feeling for how the language
sounds.
 Their own experience as learners helps them
understand and predict students’ problems.
 May not have conscious knowledge about how
the sound system works.
 May have more conscious knowledge about
language (though perhaps more about grammar
than pronunciation).
 May not understand or be empathetic to
learners’ needs and problems because they
haven’t been English learners.
 Often have more realistic expectations of what
students can do and how long it will take them
to reach learning goals.
 May have unrealistically high expectations
about what students can do and how fast they
can learn.
 Their own pronunciation may not conform to
the target model. They may lack intuitive
knowledge about sounds.
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What comments or experiences would you like to share about NESTs and NNESTs in
pronunciation teaching?
Recommendations for NNESTs as pronunciation teachers

Understand and make use of your strengths as a NNEST. Be a good role model for your students.

Develop your understanding of how pronunciation works.

Don’t forget what it’s like to be a beginner.

If some aspects of your own pronunciation cause problems in intelligibility, work on improving them.
Recommendations for NESTs as pronunciation teachers

Intuition is not enough. Back up your instincts with solid knowledge about phonology and
pronunciation.

Learn from students’ mistakes and misunderstandings. Build your ability to predict their problems.

Know your own pronunciation. If there are any “quirks,” you need to know what they are.

Learn a new language. The experience will help you understand your students’ challenges.
Recommendations for all pronunciation teachers

Build up your arsenal of ideas on how to teach pronunciation from as many sources as you can.

Remember that you are not alone. Share your knowledge and experience with others and learn from
them in return, and everyone will benefit.
In conclusion:
NEST or NNEST: It does matter in pronunciation teaching, but not in the way that was once assumed.
Both NESTs and NNESTs can become skilled, effective pronunciation teachers. Everyone has strengths, and
everyone has challenges to overcome. With preparation and experience, we can all do it!
For further reading
Braine, G. (Ed.) (1999). Non-native Educators in English Language Teaching. New York: Routledge.
Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. New
York: Routledge.
De Oliveira, L. C. (2011). Strategies for Nonnative-English-Speaking Teachers’ Continued Development as
Professionals. TESOL Journal 2.2, June 2011.
Mahboob, A. (Ed.) (2010). The NNEST Lens: Non Native English Speakers in TESOL. Newcastle upon Tyne, UK:
Cambridge Scholars Publishing.
Medgyes, P. (1992). Native or non-native: Who’s Worth More? ELT Journal Volume 46/4. Oxford University
Press.
Medgyes, P. (2001). When the Teacher is a Non- Native Speaker. In Teaching English as a Second or Foreign
Language, Third Edition. Celce-Murcia, M. (Ed.). Boston: Heinle & Heinle.
This is my website with more information and resources on teaching pronunciation:
http://teachingpronunciation.weebly.com
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Discussion Group (45 minutes, 3 presenters max.): An opportunity to discuss a hot topic in TESOL within a
structured roundtable format. The discussion leader(s) should have a strong knowledge of the designated
topic and should include the audience in the discussion.
NEST or NNEST: Does It Matter in Pronunciation Teaching?
We know that native and nonnative speakers of English can be equally effective ESL teachers, but what
about that thorniest of teaching topics—pronunciation? The presenter summarizes advantages and
disadvantages of NESTs and NNESTs in teaching pronunciation and invites participants to share their
thoughts, experiences, and suggestions.
oooooooooooooooooooooooooooooooooooooooooo
Research and experience tell us that both native and nonnative speakers of English can be highly effective
ESL teachers. The “native speaker fallacy,” which claimed that native speakers are necessarily better English
teachers than nonnative speakers, has been debunked in the writings of Canagarajah, Medgyes, Mahboob,
Braine, Kamhi-Stein, and others. While general differences between NESTs and NNESTs in terms of teaching
behavior and styles have often been discussed, little has been written about NNESTs and NESTs as
pronunciation teachers.
For both native and nonnative speakers of English, teaching pronunciation can seem intimidating. NNESTs
wonder: “How can I teach pronunciation when my own pronunciation isn’t perfect?” NESTs may think: “Yes,
I can pronounce English, but how can I explain it?” By considering their potential strengths and weaknesses
in teaching pronunciation, both groups will be reassured that they can teach pronunciation effectively and
will gain a firmer idea of what they can do to reach that goal.
This presentation will begin by considering the characteristics of effective pronunciation teachers, building
on participant brainstorming and suggestions. The presenter will then summarize the findings of Medgyes
and others regarding differences in NEST/NNEST teaching styles and behavior as they apply to
pronunciation teaching and discuss potential strengths and weaknesses of each group. These differences fall
into several main categories: The ability to serve as a pronunciation model, the ability to serve as a learner
model, the teacher’s conscious knowledge about pronunciation, and preferences in teaching style and
methods.
Participants will be invited to comment and contribute their own thoughts, experiences, and suggestions.
Finally, the presenter will list suggestions that NESTs and NNESTs can follow to build on their strengths and
become more effective pronunciation teachers.
Teaching Pronunciation
Goals these days: Native-like pronunciation vs. intelligibility (realistic? or settling for less?)
Teaching to different ages
What do you do about fossilized pronunciation in adults?
Teaching in an ESL or EFL setting
Using multisensory methods
Teaching as a NEST or a NNEST
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OOOOOOOOOOOOOOOOOOO
NEST/NNEST issues
Challenge of teaching pronunciation as a NNEST
Challenge of teaching pronunciation as a NEST
Stereotypes:
Old stereotype: you have to be a native speaker to teach pronunciation.
New stereotype: NNESTs have a special insight into the problems of language learners, and NESTs
don’t/can’t
Not all NESTs are naïve, inexperienced, backpacker “teachers.”
Not all NNESTs are highly-skilled, intuitively understanding mentors.
What can you do about it?
Talk about it.
Panel discussions with visitor NNESTs, group discussion format
Workshop—NEST and NNEST trainees reverse roles
Teaching pronunciation is not as easy as it might seem, whether you’re a NEST or a NNEST.
Both groups start out with advantages and disadvantages. Neither group will necessarily realize their
potential strengths. They need to work at it.
Both groups need to really work to strengthen their skills and knowledge in areas where they’re lacking.
Both groups can end up being really good pronunciation teachers. (but they don’t necessarily do it.)
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