Blog response -week 9

Blog response -week 9

This is not only an article about the Revisiting the Colonial in the Postcolonial: Critical Praxis for Nonnative-English-Speaking Teachers is in a TESOL Program, but an article to provide “cardiotonic needle “ for those who are nonnative-English-speaking teachers. This is an article posed on native speakers and non-native speaker.

As I have presented on Mckay Chapter 2, Only non-Native English Speaker Teacher can serve as imitable models of the successful learner of English, Non-NESTS can teach learning strategies more effectively. Additionally, Seidlhofer has described the many strength of bilingual teachers of English. Bilingual ELT professionals teaching in their own country are in a sense “double agents” in that they know the language &culture of their students to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. This makes Nonnative-English-Speaking Teachers uniquely suited to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. Indeed, I feel the same way while I was teaching students in the listening, speaking, reading and writing class. Nevertheless, I felt frustrated sometimes .I can’t exactly understand what my American friends are saying if they speak English too blurred to understand, or when they use slang into conversation.


After reading this article, I feel better and more self-reliant as an nonnative-English-speaking teachers. Like Carmen and Luisa Cristina write in identity construction in English, they think it “will lead teachers to reflect on who they are and where they come from."