China and the Future of ELT by mirit35

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									              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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