Reflections on the Nonnative Speaker Movement George Braine The Chinese University of Hong Kong Nonnative-English-speaking teachers’ professional identities have been questioned for many years. However, the nonnative speaker (NNS) movement has shown remarkable progress since its beginning in 1999 and has challenged many of the stereotypes about NNSs. In areas such as employment, research, publications, and leadership in professional organizations, the achievements of NNS teachers and scholars have been unprecedented in North America. However, most NNS English teachers live and work beyond North America. In fact, the future of English language teaching (ELT) is likely to be determined by its phenomenal growth in China, where English is now taught as a required language from Grade 3 through tertiary level to students numbering 230+ million. When the huge textbook industry is also taken into account, China is truly an ELT powerhouse. This powerhouse is in the hands of teachers and administrators who identify themselves as NNS of English. In this presentation, I will first summarize the growth of the NNS movement in North America, and then explore the issues that NNS English teachers in China face. These issues will be explored in the context of Hong Kong, where English has been taught to L1 speakers of Chinese for over 150 years.
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