March 2018 Web Version | Text Only Version | Print Version
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LEADERSHIP UPDATES
LETTER FROM THE COEDITORS
Burcu Ates & Babürhan Üzüm, Sam Houston State University, Huntsville, Texas, USA
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ARTICLES
DO NNEST-NEST LABELS REALLY MATTER? COMMENTS ON THE DEBATE ABOUT NOMENCLATURE IN THE NNEST MOVEMENT
Şeyma Toker, Pennsylvania State University, State College, Pennsylvania, USA

This article details Şeyma Toker’s position in the debate about nomenclature in the nonnative-English-speaking teacher (NNEST) movement and calls for an intersectional critical approach in second-language (L2) teacher identity research. It also responds to a 2017 argument by Graham that L2 teacher identity research that calls for the reexamination and retirement of the terms NEST-NNEST should be attended to separately from the NNEST movement to better serve the movement itself. Read More

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POETIC REFLECTION: MIXED EMOTIONS AS AN NNEST
Inggrit O. Tanasale, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA

This poetic reflection narrates Tanasale’s emotions from different phases of her life trajectory as a language learner and teacher. By using Song’s theory on cover and secret stories in a teacher’s life, Tanasale appropriated the act of silence to expose her vulnerability and maturity as a language teacher. Read More

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WHY DO I LEARN ENGLISH?: SOCIAL MEANINGS OF ENGLISH LEARNING
Yi Shi, Grand Valley State University, Allendale, Michigan, USA

In this article, Yi Shi reflects on how she learned English and how English was taught in the contemporary China. She also discusses the purposes of learning English and how she views the social meanings of English language. Read More

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TESOL 2018: NNEST SESSIONS IN CHICAGO
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NNEST NEWSLETTER CALL FOR SUBMISSIONS
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ABOUT THE NONNATIVE ENGLISH SPEAKERS IN TESOL INTEREST SECTION (NNEST-IS)
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The deadline for the next issue, August 2018, is on 15 June 2018.
New NNEST Book is Out
The TESOL Encyclopedia of English Language Teaching: Non-Native English Speaking Teachers (NNESTs)


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