That's very interesting, and it's inspiring me to get hold of the full paper. I'm particularly interested in learning more about the opportunities for collaboration between NS and NNS speakers on the courses. Q1 I'm a bit surprised that you didn't get nearly all respondents saying they were planning to teach adults, since that is who the courses are for, and that is what the A in CELTA stands for. Q2 Having mentioned the support for NS vs NNS as a false dichotomy, it seems odd that you base the rest of your paper on the assumption that the dichotomy is in fact justified. Perhaps the answers will come out of the full paper. Many thanks for recording this :)
Hi Simon, Thanks for your comment. See here for a magic link to the full piece: www.jasonanderson.org.uk/articles_and_talks.htm I didn't intend to imply that NS vs NNS is a false dichotomy, but a cline, with some fitting into neither category. But I mention the key point that out of all 79 respondents (who self-identified), all but 3 felt they fitted into NS or NNS categories. This provides v. strong justification for the analysis that follows. The relationships involved are complex, but the data also lends itself to such analysis, esp. the large number of statistically significant differences.
Very good topic. Native teacher may be helpful for learners in term of pronunciation and lexical. But this doesn't mean they are better than their counterparts of non-native teachers, overall it depends on teachers' expertise.
That's very interesting, and it's inspiring me to get hold of the full paper. I'm particularly interested in learning more about the opportunities for collaboration between NS and NNS speakers on the courses. Q1 I'm a bit surprised that you didn't get nearly all respondents saying they were planning to teach adults, since that is who the courses are for, and that is what the A in CELTA stands for. Q2 Having mentioned the support for NS vs NNS as a false dichotomy, it seems odd that you base the rest of your paper on the assumption that the dichotomy is in fact justified. Perhaps the answers will come out of the full paper. Many thanks for recording this :)
Hi Simon, Thanks for your comment. See here for a magic link to the full piece: www.jasonanderson.org.uk/articles_and_talks.htm I didn't intend to imply that NS vs NNS is a false dichotomy, but a cline, with some fitting into neither category. But I mention the key point that out of all 79 respondents (who self-identified), all but 3 felt they fitted into NS or NNS categories. This provides v. strong justification for the analysis that follows. The relationships involved are complex, but the data also lends itself to such analysis, esp. the large number of statistically significant differences.
Very good topic. Native teacher may be helpful for learners in term of pronunciation and lexical. But this doesn't mean they are better than their counterparts of non-native teachers, overall it depends on teachers' expertise.