Chapter 2 From the Periphery to the Center: One Teacher's Journey

I thought it was sad to read about how finding English teaching positions for ESOL students was quite difficult for NNEST. As mentioned on page 22 about how NNEST can contribute their rich multicultural, multilingual experiences to ELT are often barred from ESL classrooms. And then working with mainstream teachers, specialists, and heads of ENG depts with no awareness of ESL politics, are generous and tolerant of our differences and judge NNS's on their merits during the award of financial aid, hiring, and promotion. But the overall goal for any N/NEST is their recognition of their teaching ability and respect for their scholarship, taking active roles and assuming leadership in teacher organizations, initiating research, sharing their ideas through publications, and learning to network with NNS colleagues. I feel bad for these periphery countries who are losing English teachers due to poor salaries, working conditions, etc. It reminds me of some instances here in the US with the N.C.L.B.Act and how students, schools, staff, administrators, etc are suffering due to funding issues (which of course is caused by underlying preexisting issues- low test scores, inadequate materials, etc). Overall it seems no matter who you are, NEST/NNEST there are going to be prejudices against you. But it is up to you to show what you're capable of towards positive ESOL learning and achievement.