Lesson 4 Homework by Mexico Pre-sessional https://padlet.com/helencostello2_4/Lesson4HW Find and write a conclusion and 2 premises from Essay B en-us 2022-06-08 13:46:43 UTC 2022-06-17 02:53:42 UTC hello@padlet.com Eric Vidal https://padlet.com/helencostello2_4/Lesson4HW/wish/2215332907 Premise 1: Evidence shows that native speaker teachers are comparatively much poorer than non-native speaker's teachers at predicting learners’ difficulties (Medgys, 1994, cited in Moussu and Llurda, 2008).  
Premise 2: Students are aware of the lack of empathy their native speaker teachers often have for their learning struggle, according to data from China and Hungary (Moussu and Llurda, 2008). 
Conclusion: Being a monolingual native English speaker does not automatically mean having any of the necessary knowledge and awareness sufficient to teach English effectively to others.  
]]> 2022-06-08 18:28:53 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2215332907 Kevin Andros https://padlet.com/helencostello2_4/Lesson4HW/wish/2215359043 Premise 1: It is too simplistic to define millions of people as merely ‘non-native speakers’, as this hides significant information about relevant variables which impact their language knowledge and potential suitability as an English teacher, such as length of time spent in an English-speaking country, qualifications and level of language proficiency (Moussu and Llurda, 2008).
Premise 2: As Canagarajah (1999) points out, in post-colonial countries such as India, an indigenised variety of English exists which many inhabitants acquire from birth alongside their Indian dialect.
Conclusion: The terms ‘native speaker’ and ‘non-native speaker’ are deeply problematic and are ultimately insufficient for judging the merits of English teachers. ]]> 2022-06-08 19:00:41 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2215359043 https://padlet.com/helencostello2_4/Lesson4HW/wish/2215542032 Conclusion:  In the current context of global English use that includes English as a Lingua Franca, learners are likely to benefit more from NNSTs who are familiar with and competent in ELF contexts.

Premise 1: monolingual NS’s only experience of language learning is English acquired during infancy.

Premise 2: Being a monolingual native English speaker does not automatically mean having any of the necessary knowledge and awareness sufficient to teach English effectively to others.


]]> 2022-06-08 23:45:24 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2215542032 https://padlet.com/helencostello2_4/Lesson4HW/wish/2215598391 Premise 1: Native speaker often have little explicit linguistic knowledge compared to an monolingual user, knowing only “the destination but not the terrain that has to be crossed” (Seidlhofer, 1999, p. 238).

Premise 2: Evidence shows that Native Speaker Teachers are comparatively much poorer than Non-Native Speakers Teachers at predicting learners’ difficulties (Medgys, 1994, cited in Moussu and Llurda, 2008).

Conclusion: it seems clear that being a monolingual native English speaker does not automatically mean having any of the necessary knowledge and awareness sufficient to teach English effectively to others. ]]> 2022-06-09 00:52:05 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2215598391 irianasotelo https://padlet.com/helencostello2_4/Lesson4HW/wish/2215612204 Premise 1: A phenomenon has emerged known as ‘English as a Lingua Franca’ (ELF), whereby English is used as the common communication method between people of different linguistic and cultural backgrounds (Jenkins, 2009). 

Premise 2: Perhaps not surprisingly, it has been found that NNSs “are more communicatively efficient…in international contexts” than traditional NSs who are “far less intelligible in global settings” (Moussu and Llurda, 2008, p. 318). 

Conclusion: Hence, today’s learners arguably need to be taught by NNSTs since they are most likely to be familiar with the demands of ELF and represent a wide variety of cultural and linguistic perspectives on English.
]]> 2022-06-09 01:06:53 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2215612204 Marcial https://padlet.com/helencostello2_4/Lesson4HW/wish/2216237775 Premise 1: a monolingual NS’s only experience of language learning is English acquired during infancy.

Premise 2: A further problem associated with NS teachers of English is that many lack understanding of the language learning process.

Conclusion: a monolingual native English speaker does not automatically mean having any of the necessary knowledge and awareness sufficient to teach English effectively to others. 

]]> 2022-06-09 12:17:44 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2216237775 anelfranco https://padlet.com/helencostello2_4/Lesson4HW/wish/2216328777 Premise 1: As Selvi indicates, there are serious problems with assuming that NSs, particularly monolingual NSs from countries such as North America, Britain, Australia and New Zealand, actually explicitly understand and know their own language in a way that allow would them to effectively teach it.

Premise 2:  A monolingual NS’s only experience of language learning is English acquired during infancy. Therefore, such NSs often have little explicit linguistic knowledge compared to an L2 user.

Premise 3: NSTs hired on the basis of their mother tongue, often make mistakes in their explanations and display ignorance in the classroom.

Conclusion: There is an irrational bias towards the native speaker English teacher.]]> 2022-06-09 13:36:23 UTC https://padlet.com/helencostello2_4/Lesson4HW/wish/2216328777