A primary objective for teachers and educators is to instill a love of learning in their students. The issues our education system faces today spread far and wide, and our education keynote speakers have expert insight to share with your audience. These Teacher Day poems and wishes can be used by kids on cards or with gifts. Lessons Are Fun I'm happy you're my teacher; Thanks for all you do. You make learning easy; Your lessons are fun, too! By Joanna Fuchs. Poems for teachers must include short poems from little kids. Our youth needs better teachers that use their abilities in the best way possible. However, if you are a teacher and feel overworked and burdened, you might need to reconnect with your energy. Therefore, I will suggest that you must follow some great motivational speakers. Motivational speakers can solve many problems for teachers. . This article is a preview of The Tech Friend newsletter. Sign up here to get it in your inbox every Tuesday and out, we can’t reliably detect writing from artificial intelligence programs like ChatGPT. That’s a big problem, especially for worse, scientists increasingly say using software to accurately spot AI might simply be latest evidence Turnitin, a big educational software company, said that the AI-cheating detector it has been running on more than 38 million student essays since April has more of a reliability problem than it initially suggested. Turnitin — which assigns a “generated by AI” percent score to each student paper — is making some adjustments, including adding new warnings on the types of borderline results most prone to first wrote about Turnitin’s AI detector this spring when concerns about students using AI to cheat left many educators clamoring for ways to deter it. At that time, the company said its tech had a less than 1 percent rate of the most problematic kind of error false positives, where real student writing gets incorrectly flagged as cheating. Now, Turnitin says on a sentence-by-sentence level — a more narrow measure — its software incorrectly flags 4 percent of investigation also found false detections were a significant risk. Before it launched, I tested Turnitin’s software with real student writing and with essays that student volunteers helped generate with ChatGPT. Turnitin identified over half of our 16 samples at least partly incorrectly, including saying one student’s completely human-written essay was written partly with stakes in detecting AI may be especially high for teachers, but they’re not the only ones looking for ways to do it. So are cybersecurity companies, election officials and even journalists who need to identify what’s human and what’s not. You, too, might want to know if that conspicuous email from a boss or politician was written by have been a flood of AI-detection programs onto the web in recent months, including ZeroGPT and Writer. Even OpenAI, the company behind ChatGPT makes one. But there’s a growing body of examples of these detectors getting it wrong — including one that claimed the prologue to the Constitution was written by AI. Not very likely, unless time travel is also now possible?The takeaway for you Be wary of treating any AI detector like fact. In some cases right now, it’s little better than a random a good AI detector exist?A 4, or even 1 percent error rate might sound small — but every false accusation of cheating can have disastrous consequences for a student. Since I published my April column, I’ve gotten notes from students and parents distraught about what they said were false accusations. My email is still open.In a lengthy blog post last week, Turnitin Chief Product Officer Annie Chechitelli said the company wants to be transparent about its technology, but she didn’t back off from deploying it. She said that for documents that its detection software thinks contain over 20 percent AI writing, the false positive rate for the whole document is less than 1 percent. But she didn’t specify what the error rate is the rest of the time — for documents its software thinks contain less than 20 percent AI writing. In such cases, Turnitin has begun putting an asterisk next to results “to call attention to the fact that the score is less reliable.”“We cannot mitigate the risk of false positives completely given the nature of AI writing and analysis, so, it is important that educators use the AI score to start a meaningful and impactful dialogue with their students in such instances,” Chechitelli key question is How much error is acceptable in an AI detector?New preprint research from computer science professor Soheil Feizi and colleagues at the University of Maryland finds that no publicly available AI detectors are sufficiently reliable in practical scenarios.“They have a very high false-positive rate, and can be pretty easily evaded,” Feizi told me. For example, he said, when AI writing is run through paraphrasing software, which works like a kind of automated thesaurus, the AI detection systems are little better than a random guess. I found the same problem in my tests of Turnitin.He’s also concerned that AI detectors are more likely to flag the work of students for whom English is a second didn’t test Turnitin’s software, which is available only to paying educational institutions. A Turnitin spokeswoman said Turnitin’s detection capabilities “are minimally similar to the ones that were tested in that study.”Feizi said if Turnitin wants to be transparent, it should publish its full accuracy results and allow independent researchers to conduct their own research on its software. A fair analysis, he said, should use real student-written essays on different topics and writing styles, and address failure on each subgroup as well as wouldn’t accept a self-driving car that crashes 4 percent — or even 1 percent — of the time, Feizi said. So, he proposes a new baseline for what should be considered acceptable error in an AI detector used on students a percent false-positive will that happen? “At this point, it’s impossible,” he said. “And as we have improvements in large-language models, it will get even more difficult to get even close to that threshold.” The problem, he said, is that the distribution of what AI-generated text and human-generated text looks like are converging on each other.“I think we should just get used to the fact that we won’t be able to reliably tell if a document is either written by AI — or partially written by AI, or edited by AI — or by humans,” Feizi said. “We should adapt our education system to not police the use of the AI models, but basically embrace it to help students to use it and learn from it.”A question before you goIt’s one of the scourges of online life Have you ever been misled by what you suspect is a fake online review? I’m talking about the types of reviews you find on Amazon that recommend a product that falls apart after you buy it — or the type you find on Yelp that praises a doctor who turns out to have a totally icky bedside manner?If you’ve got a story to tell about shady reviews, I would love to hear about your experience. Send an email to content is taking over social media. Here’s how to banish content is taking over social media. Here’s how to banish to drink less in 2023? These habit-tracking apps can to drink less in 2023? These habit-tracking apps can long, lonely wait to recover a hacked Facebook accountThe long, lonely wait to recover a hacked Facebook account YOMEDIA CĂąu hỏi All our English teachers are 




. speaker. A. native B. nation C. original D. foreign Lời giáșŁi tham kháșŁo Đåp ĂĄn đĂșng ADịch Táș„t cáșŁ giĂĄo viĂȘn tiáșżng Anh của chĂșng tĂŽi đều lĂ  người báșŁn ngữ. MĂŁ cĂąu hỏi 230850 LoáșĄi bĂ i BĂ i táș­p Chủ đề MĂŽn học Tiáșżng Anh CĂąu hỏi nĂ y thuộc đề thi tráșŻc nghiệm dưới đñy, báș„m vĂ o BáșŻt đáș§u thi để lĂ m toĂ n bĂ i CÂU HỎI KHÁC Choose the letter A, B, C or D the word that has the underlined part different from others thermal, earthquake, although, death Choose the letter A, B, C or D the word that has the underlined part different from others climate, victim, extensive, volcanic Choose the letter A, B, C or D the word that has the underlined part different from othersvolcano, tornado, historical, homeless Choose the letter A, B, C or D the word that has the underlined part different from others bury, destructive, dump, rubbish Choose the letter A, B, C or D the word that has the underlined part different from others disaster, cause, poison, scatter When did the Pu’u O’o crater on Hawaii’s Kilauea volcano collapse? How many houses did the volcanic eruption in Hawaii demolish? When does a volcanic eruption occur? Ha Long-Bay of the Descending Dragon with both Vietnamese and international tourists. One of the From the beach, they can hire a It is here that visitors can find some of Southeast Asia’s most Dau Go Cave is one of the most beautiful The people living in Dumptown Which of the following could replace the word trash’ in line 3 What were the Dumptown’s problems What does the word them’ in line 11 refer to What did they do to solve their problems I like ______________ back my home village on holiday If the factory ________________ dumping poison into the lake, all the fish and other aquatic animals will die Water ________________ in the lake has made the fish die Mi and Nick like ______________ back Mi’s home village on holiday A person who 



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 what the planet Earth will be like in 100 years’ time If the air wasn’t dirty, I ________________ so much. While she was dancing, the princess . . . . . a witch. The factory is located ..... our village. ZUNIA9 XEM NHANH CHÆŻÆ NG TRÌNH LỚP 8 YOMEDIA Abstract A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with either one of those two categories. In this paper, we provide a brief overview of relevant literature published after Moussu and Llurda's 2008 state-of-the-art article and set out a series of tasks that we deem important in order to expand the field of research and cover areas that have not yet been sufficiently investigated. Those tasks are grouped into three sections that cover the main aspects that we perceive to be in need of attention 1 debunking native-speakerism; 2 differences between native teachers and non-native teachers; and 3 languages other than English. References Árva, V., & Medgyes, P. 2000. Native and non-native teachers in the classroom. System, 283, 355–372. doi ScholarAtes, B., & Eslami, Z. 2012. An analysis of non-native English-speaking graduate teaching assistants’ online journal entries. Language and Education, 266, 537–552. doi ScholarBayyurt, Y., & Sifakis, N. 2015. Transforming into an ELF-aware teacher An EFL teacher's reflective journey. In Bowles, H., & Cogo, A. Eds., International perspectives on teaching English as a lingua franca Pedagogical insights pp. 117–135. Palgrave ScholarBayyurt, Y., & Sifakis, N. 2017. Foundations of an EIL-aware teacher education. In Matsuda, A. Ed., Preparing teachers to teach English as an international language pp. 3–18. Multilingual ScholarBenke, E., & Medgyes, P. 2005. Differences in teaching behaviour between native and non-native speaker teachers As seen by the learners. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 195–216. ScholarBernat, E. 2008. Towards a pedagogy of empowerment The case of impostor syndrome’ among pre-service non-native speaker teachers in TESOL. English Language Teacher Education and Development, 111, 1– ScholarBraine, G. ed. 1999. Nonnative educators in English language teaching. Lawrence ScholarBraine, G. 2010. Nonnative speaker English teachers Research, pedagogy, and professional growth. 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Perceptions, challenges and contributions to the profession pp. 179–191. ScholarDewaele, J. M., Mercer, S., Talbot, K., & von Blanckenburg, M. 2021. Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English? European Journal of Applied Linguistics, 92, 259–282. doi ScholarDewey, M., & Pineda, I. 2020. ELF and teacher education Attitudes and beliefs. ELT Journal, 744, 428–441. doi ScholarDörnyei, Z. 2003. Questionnaires in second language research Construction, administration, and processing. Lawrence ScholarFaez, F. 2012. Diverse teachers for diverse students Internationally educated and Canadianborn teachers’ preparedness to teach English language learners. Canadian Journal of Education/Revue Canadienne de l'Education, 353, 64– ScholarFaez, F. 2018. Empowerment of NNESTs. In Liontas, J. I. Ed., The TESOL encyclopedia of English language teaching pp. 1–7. 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Eds., English as a lingua franca for EFL contexts pp. 159–174. Multilingual ScholarKiczkowiak, M. 2020. Recruiters’ attitudes to hiring native’ and non-native speaker’ teachers An international survey. TESL-EJ, 241, 1– ScholarKiczkowiak, M., Baines, D., & Krummenacher, K. 2016. Using awareness raising activities on initial teacher training courses to tackle native-speakerism’. English Language Teacher Education and Development, 19, 45– ScholarLasagabaster, D., & Sierra, J. M. 2005. What do students think about the pros and cons of having a native speaker teacher? In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 217–242. ScholarLee, 2009. Native and nonnative rater behavior in grading Korean students’ English essays. Asia Pacific Education Review, 103, 387–397. doi ScholarLlurda, E. ed. 2005a. Non-native language teachers. Perceptions, challenges and contributions to the profession. ScholarLlurda, E. 2005b. Non-native TESOL students as seen by practicum supervisors. In Llurda, E. Ed., Non-native language teachers. Perceptions, challenges and contributions to the profession pp. 131–154. ScholarLlurda, E. 2009. Attitudes towards English as an international language The pervasiveness of native models among L2 users and teachers. In Sharifian, F. Ed., English as an international language Perspectives and pedagogical issues pp. 119–134. Multilingual ScholarLlurda, E. 2014. Native and Non-native teachers of English. In Chapelle, C. A. Ed., The encyclopedia of applied linguistics pp. 1–5. ScholarLlurda, E. 2016. Native speakers, English, and ELT Changing perspectives. In Hall, G. Ed., The Routledge handbook of English language teaching pp. 51–63. ScholarLlurda, E. 2018a. Methods in NNEST research. In Liontas, J. I. Ed., The TESOL encyclopedia of English language teaching pp. 1–6. John Wiley and sons. doi ScholarLlurda, E. 2018b. English language teachers and ELF. In Jenkins, J., Baker, W., & Dewey, M. Eds., The Routledge handbook of English as a Lingua Franca pp. 518–528. ScholarLlurda, E., & Huguet, A. 2003. Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 123, 220–235. doi ScholarLlurda, E., & Mocanu, V. 2019. Changing teachers’ attitudes towards ELF. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 175–191. Multilingual ScholarLopriore, L., & Vettorel, P. 2019. Perspectives in WE- and ELF- informed ELT materials in teacher education. In Sifakis, N. C., & Tsantila, N. Eds., English as a lingua franca for EFL contexts pp. 97–116. Multilingual ScholarLowe, R. J. 2020. Uncovering ideology in English language teaching Identifying the native speaker’ frame. ScholarLowe, R. J., & Kiczkowiak, M. 2016. Native-speakerism and the complexity of personal experience A duoethnographic study. Cogent Education, 31, 1–16. doi ScholarLowe, R. J., & Pinner, R. 2016. Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 71, 27–52. doi ScholarMa, L. P. F. 2016. Examining teaching behaviour of NNESTs and NESTs in Hong Kong through classroom observations. Asian Journal of Applied Linguistics, 32, 199– ScholarMahboob, A. 2003. Status of nonnative English-speaking teachers in the United States [ Dissertation]. Indiana University ProQuest Dissertations ScholarMahboob, A. 2004. Native or non-native? What do students enrolled in an intensive English program think? In Kamhi-Stein, L. Ed., Learning and teaching from experience Perspectives on nonnative English-speaking professionals pp. 121–148. University of Michigan ScholarMahboob, A. 2005. Beyond the native speaker in TESOL. In Zafar, S. Ed., Culture, context, and communication pp. 60–93. Center of Excellence for Applied Research and Training and the Military Language ScholarMahboob, A. ed. 2010. The NNEST lens Non native English speakers in TESOL. 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T. 2010. The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. The Journal of Asia TEFL, 72, 177– ScholarZhang, L., & Zhang, D. 2015. Identity matters An ethnography of two nonnative English-speaking teachers NNESTs struggling for legitimate professional participation. In Cheung, Y. L., Said, S. B., & Park, K. Eds., Advances and current trends in language teacher identity research pp. 116–132. Scholar Teachers is the plural for teacher. Teacher’s is the singular possessive form of teacher. Teachers’ is the plural possessive form of teachers. Teachers or teacher’s or teachers’ are all pronounced the same use teachers when we want to make the word “teacher” it isI have one have two teachers. Teacher’s Teacher’s is the singular possessive form of teacher. We use the possessive form of teacher when we want to show that one teacher owns is my teacher’s need to look after our teacher’s we are talking about only one teacher. You can replace teacher’s with a name if that makes it easier to is John’s need to look after John’s Teachers’ is the plural possessive form of teachers. When the noun already ends in “s” and we want to make the word possessive, we need to put the apostrophe after the “s”.This is the teachers’ this case, many of our teachers use this room to prepare for classes and have spoken English, it can be difficult to know whether you are talking about one teacher or many teachers in the possessive because teacher’s and teachers’ sound exactly the it teacher’s or teachers’ birthday?Teacher’s birthday is usually correct because it is the birthday of one teacher. Is it teacher’s or teachers’ day?Teachers’ day is correct because we are talking about teachers in the it teacher’s or teachers’ lounge/room?Teachers’ lounge/room is correct because we are talking about teachers in the it teacher’s or teachers’ union?Teachers’ union is correct because we are talking about teachers in the PostsConor is the main writer here at One Minute English and was an English teacher for 10 years. He is interested in helping people with their English skills and learning about using tools at work. I get this question a lot is it better to have a native English-speaking teacher? Or can a non-native English speaking teacher be just as effective?I’m not going to lie as a native English-speaker that spent several years bumming around Europe teaching English, I absolutely benefited from the preference that many English learners have to learn from a native English speaker. Being a native-speaker definitely helped me find it’s not always just because native speakers have mastered the language. There’s also sometimes a perception that non-native English-speaking teachers use more outdated methods. This may stem from experiences with uninspired teachers in school using traditional but boring methods. But the truth is that non-native English teachers are often just as good as native-English speakers—and sometimes they’re better. For example, when I worked at an English immersion summer camp for youth in Southwest England, the best teacher in my humble opinion was a lady from Greece. English was her second language. Later, when I taught in an English immersion summer camp for children in Southeast France, the best teacher this time without a doubt was, again, Greek. English was her third can confidently say that both of these individuals were better English teachers than I it is absolutely not the case that native English-speaking teachers let’s call them “NESTs” are automatically better than non-native English-speaking teachers NNESTs.In this article, I want to give you my perspective on the advantages and disadvantages of native vs. non-native English speakers as teachers. I’m hoping that, by the end, you’ll be in a better position to choose a teacher that is most appropriate for you. But first, do you actually need English lessons?The question about whether NESTs or NNESTs would be a better English teacher for you assumes that you need an English teacher. But I want to highlight a point I’ve made elsewhere not everyone needs to take English lessons. In fact, there are several disadvantages to learning English in a classroom. While it’s true that tutoring and one-on-one lessons can be a very effective way to learn English, they’re not for everyone. Before enrolling in an English course, I recommend that you think carefully about whether lessons are the right choice for you. If they are, then think about what kind of English lessons would be the most appropriate. Only after doing all that does it make sense to start thinking about whether your English teacher needs to be a native speaker or not. Advantages of native speakers as teachersThey know how people “naturally” talkThe big, obvious advantage of having native speakers as teachers is that they know the language. They can speak it fluently, but, more than that, they are usually able to model its use in a particularly natural depth of knowledge of the language, and the high level of competence, can be useful to the English learner. They can tell you interesting things about where they’re fromAnother advantage is that the native speaker can tell you about more than just the language—they can also tell you about their I taught in France, the majority of the conversations I had with my clients were about Canada and the difference between Canada and France. The reason was that that’s what my clients were interested in. Most of them hadn’t been to Canada and they were curious about it. What’s it like? How is it different from France? If you’re learning English because you’re curious about the culture of English-speaking places, actually meeting someone from those places may be a really interesting and useful experience for you. They’re easier to find than everTwenty years ago finding an English native speaker was tricky unless you lived in a big city. If you’re happy to have lessons online via video, it’s now easier than places to find an English teacher online include italki $10 free credit, Preply, Cambly, Verbling, Amazing Talker, and Langcer. And if you’re looking for a conversation exchange partner, I’d recommend checking out Tandem, Bilingua, or of native speakersThey often have a worse understanding of English grammarI’ve worked in five different English-teaching organisations. Almost all of them had NNESTs in addition to NESTs. I feel comfortable saying that, more often than not, it was the non-native speakers that had a better grasp of English may not be all that surprising non-native English speakers have to really learn English grammar; they had to practise it over and over to get good at it. Native speakers, like myself, can often get by on the strength of our ear. We’re able to hear what sounds right and what doesn’t without necessarily understanding why. That’s fine in conversation. But if you want someone to explain English grammar to you, non-natives might actually be better. They’re not always good at recognising or teaching other versions of EnglishI’ve noticed that many English speakers aren’t great at acknowledging or accepting accents that are different from their goes for me too. I remember doing an activity with a vocabulary worksheet in a school I worked for. We were learning car vocabulary. One of the words was “tyre” and, for the life of me, I couldn’t figure out what it was. This is embarrassing because it’s just the British spelling version of “tire”, the rubber part of the wheel. It’s pronounced the same, and most of the letters are the same, but something about that “y” instead of an “i” just really confused me. It’s not just me. I’ve often seen English teachers teaching something—vocabulary, pronunciation, expressions—without any recognition that what they’re teaching is just one way of several. NNESTs, in my experience, are often better at qualifying what they teach, letting students know that this pronunciation or spelling or word or grammatical construct may not be used everywhere. It’s not “the right way” so much as it is “one right way”. Partly I think that’s normal Native-speakers are hired because they are a kind of expert. And so, when we teach, say, pronunciation, it’s easiest to teach our own pronunciation. Still, I think it is incumbent on teachers, like me, to inform our student that what we’re teaching is one way of pronouncing a word—not necessarily the right way. In my experience, NNESTs are better at this than NESTs, probably because they’ve had to learn it not always that interested in teaching EnglishThe truth is that not all NESTs are passionate about teaching English. Lots of them just want to travel, and teaching English is a convenient—and sometimes lucrative—way to make a living in another country. If you live in Spain, Thailand, or Italy—basically anywhere with a beach—I’d be willing to bet that many of the English speaking teachers in your area are mostly there because they like to travel, and not so much because they love different for NNESTs. First, it’s very difficult to find work teaching English if you’re not a native English-speaker, so NNESTs tend to be dedicated and have really polished their craft. They aren’t just doing it for a year or two while they travel; they’ve invested a tonne of time,actually like teaching, and are often very good at of non-native speakersThere are usually more non-native speakers availableThe fact is that if you’re not in an immersion English programme or living in an English-speaking country, it’s probably going to be easier for you to find I lived in France, I sometimes went to an English-French language exchange meetup. I was one of the few native English speakers there—sometimes I was the only one. But there were lots of French speakers that wanted to practise English. And they often ended up just chatting with each a numbers game. Non-native English speakers are probably going to be easier to find if you don’t live in an English-speaking place. There are more of them, and that's a massive are an example of successful language learningWe have a saying in English that “you can’t be what you can’t see.” The idea is, roughly, that having role models can help you achieve great of the advantages of learning English from a NNEST is that, because they are a person that has learned English fluently, they embody the success that their students are looking for. It might be easier for you, a student, to imagine yourself becoming proficient at English when you can see a person who has done it. But not only that, NNESTs can also model the learning skills that helped them to be successful learning English. For example, language teachers may demonstrate how they use Youtube to learn English or show how they overcame their fear of speaking. NNESTs know what the barriers to learning are because they have already overcome them. They know what challenges students will face because they have already faced them. By having learned English themselves, NNESTs can demonstrate to students that learning English is possible if you put in the work. And they can model the learning strategies that students can use to achieve that same success. They may be better at teachingSome research suggests that NESTs approach their lessons differently than NNESTs. NNESTs are more likely to integrate language into the context—either the situation or the linguistic context. The researchers suggest that this developed through their experience having to cope in English-speaking situations. On the other hand, NESTs tend to teach using more abstract principles, making students more “consciously aware” of the language rather than focusing on using it to communicate meaning. NNESTs may therefore be more likely to teach in a way that is consistent with what we know about the theory behind language learning that learning language in context matters. For that reason, NNESTs may be more successful at helping you develop your ability to convey meaning. The research also found that non-native speaking teachers prepared for their classes more carefully. This may be because NESTs may feel more comfortable winging it whereas NNESTs may not have that same confidence, and therefore prepared more thoroughly than their native-speaking colleagues. Finally, especially for lower levels, teachers that share a mother tongue with the student may be particularly well-placed to teach effectively. They can switch to their mother tongue to translate difficult ideas or more easily teach of non-native speakersLack of depth of informal language uses or slangNNESTs may not have the same depth of language knowledge as native-speakers. This may show up in particular subject areas or in particular dialects. Indeed, some research does show that it is in language competency where NNESTs may be slightly behind NESTs. You might be tempted to slip into your native tongueIf you share a native language with your teacher, it can be tempting to use it—at the expense of practising English. I saw this sometimes when I worked in France. My company liked the fact that my French wasn’t that good because it meant that I wouldn’t switch into French with the clients. If you’re looking for a more immersive experience, you may not want to learn from a teacher that speaks the same language as you. Uninspired teaching?I’ve occasionally come across students who are turned off of NNESTs because they have had bad experiences at school with teachers who weren’t very good. These teachers may have been older, and learned English from a textbook in the 1960s at about the same time they designed their English course. They may not have changed things think this is fairly common in English-speaking countries too—I certainly know some French teachers in my own school system had classes that were, to put it bluntly, not good. So some people, I think, expect that all NNESTs may have a style similar to their least favourite teachers from school kind of out-of-date and ineffective. They may be apprehensive for those reasons. While you may find teachers like that among both NNESTs and NESTs, I think these are fairly uncommon now. Most adult language tutors and private tutors have moved past this and have more sophisticated teaching styles and while I am aware that some students of English are apprehensive about the teaching style of NNESTs, I think it’s generally not the case that the teaching style of NNESTs is less interesting or less effective. So, how can the independent learner apply all that?Great, so there are some advantages and disadvantages to learning from native speakers and non-native speakers. But what can you do with all that? Here is what I would native English-speaking teacher is probably better for you ifYou’re at a very high level of English,You want to learn English for a very specific purpose for example, to talk about complex ideas in a particular professional or academic context, orYou have a very particular accent that you’re trying to learn and you want coaching in it. A non-native speaker is probably better ifYou have a relatively low level and need to be able to speak in your mother tongue,You want in-person lessons that aren’t expensive and you don’t live in an English-speaking country, orYou would find it motivating to learn English from someone who has done it if you don’t find yourself in any of the categories above, probably you could benefit from either a NEST or a NNEST. Perhaps more important than your teacher’s native language is what they are like as a teacher. Some are inspiring and use creative activities; others use outdated and, frankly, ineffective methods. Some leave you enjoying English, and some make you wish you were doing anything else. Ideally, you’ll find a teacher with whom you have chemistry; someone who will motivate you. That may be more important than whether they are a native English about native vs. non-native English-speaking conversation partners? Do you need native-English speakers as conversation partners?Absolutely not. Non-native speakers are great to practise with. Much of my early French I actually learned at a French conversation meetup in Glasgow. I got to an A2 level over a few months in part by chatting with my Scottish neighbours a few times a week at a local you’re looking for a conversation partner, non-native speakers can be just as useful as important thing is that you use the language. Native vs. Non-native English teachers either can be effectiveThe majority of this article has been about the pros and cons of native vs. non-native English teachers. The conclusion is that, for most English learners, both native and non-native speaking teachers can be effective. While some of us may have had experience with NNESTs in school that weren’t good, the reality is that most non-native private tutors and those that teach at modern adult language schools are usually quite good. If you’ve written off a NNEST because of a bad experience in school, you might be missing out. Rather than making a decision about your teacher based on their native language, I encourage you to look for other characteristics that make someone a good teacher whether they seem prepared, whether you enjoy working with them, and whether you’re making progress. But I’d also like to take this moment to remind you that the most important factor in your English learning isn’t your teacher—it’s you. We learn a language by learning it; that is, by putting in the effort and time to sit down and actively engage with it. An inspiring teacher is great, whether that’s a native or non-native, but you will learn English from any teacher if you put in the work. Heck, you can learn English alone if you want to—and many people do. So, sure, take an English class or hire a tutor if you think that’s best for you. But my advice is to not get too concerned about whether they’re a native speaker or not. Find someone that you like... and then make sure you’re consistently engaged with English—listening to it, reading it, speaking it, and writing it. If you do that, you’ll see progress regardless of who your teacher Merino, I. 1997. Native English-speaking teachers versus non-native English-speaking teachers. Revista alicantina de estudios ingleses, 10, K., & Rizki, D. 2018. Native vs. non-native EFL teachers Who are better?. Studies in English Language and Education, 51, 137-147.

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