We’re back! Just a light little topic for our first episode after our summer break… 😜Don your social justice caps, kick into your critical lens, and prepare to reflect as Shey and Anna explore the challenges and strengths of multilingual teachers, commonly referred to as non-native English-speaking teachers (NNESTs), with research collaborators and super-ELT-stars Alex Tang and Carine Saucillo. 🌟Listen now! 🎧 Further listening: Episode 17 – The benefits of formal TESOL training Episode 18 – Book Review: Race, Empire, & English Language Teaching References & resources Lin, A. & Motha, S. (2020). Curses in TESOL: Postcolonial desires for colonial English. In R. Arber, M. Weinmaan & J. Blackmore (Eds.), Rethinking Languages Education: Directions, Challenges and Innovations. London: Routledge. World Englishes: An Introduction. Purdue Online Writing Lab. Kirkpatrick, A. (2014). World Englishes. In C. Leung & B.V. Street (Eds.), The Routledge Companion to English Studies. London: Routledge. Ma, L.P.F. (2012). Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23, 1-15. Questions for reflection: How have you seen bias against multilingual teachers play out in your teaching context? If English is your first language, how will you use your privilege to stand up for multilingual teachers worldwide? Twitter | Instagram | Facebook | YouTube

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“What did the council decide on item 42?” — answered with the speaker and the moment.

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