Natalie Brentano

C&T 491
Dr. Cho/Dr. Peter
18 June 2015
Moussu & Lludra 2008
1. What is the main purpose of the article?
The main idea of this article was to present the strengths and weaknesses of having a native
English speaking teacher (nest) or a non-native English speaking teacher (nnest). By
presenting these ideas, we are able to better understand the necessity for having two types of
English speaking teachers, native and non-native, due to the approaches they take, and the
ways that they are able to present the material. The article stresses that by having NS (native
speakers) students are able to gain a better sense of a natural accent, and pronunciation, all
while acquiring a perspective of culture through the eyes of a NS. But, the article also stresses
the need to have NNS (non-native speakers) because they are better attuned to the linguistic
imperialism, and are able to present material in a plethora of different ways. The article
evaluates both types of teachers and the approaches that they take, to suggest that the best
way of teaching is by allowing both NS and NNS teachers to combine their skills in order for
students to reach a level of understanding in EFL and ESL.
2. What were the authors' underlying assumptions regarding the NEST v. NNEST?
The assumptions about NEST and NNEST are both associated with the methods in which
they teach English. The article presents both positive and negative sides of both natives and
non-natives to stress the importance that both teachers should be aware of. First, the article
discusses how NEST is able to present a cultural aspect into the classroom with language
proficiency. In addition to this, native teachers are more willing to accept and correct
mistakes, which are not as commonly seen within NNEST teachers. In contrast with the
NEST, NNEST teachers are more aware of linguistics, grammar, and demonstrate different
methods to present material and their determination and dedication that goes into make sure
that students understand the material. Although NNEST are not as accepting of mistakes,
students will often be critized because they do not know something. Moussu and Llurda's
perspective comes together by saying that in order to be a good language teacher, one must be
aware of these strengths and weaknesses, and that the ideal teacher would need to be aware of
their weaknesses but also have a solid foundation with linguistics, pedagogical and
methodological skills and would need to have experience in learning and using a language
other than their L1.
3. What were their conclusions?
Moussu and Llurda's article came to the conclusion of trying to collect, analyze and decipher
their research that involved issues that NNS esl and efl teachers faced. By examining their

extensive research in various topics, Moussu and Llurdas came to the conclusion that having
both teachers work together and balance out their negative and positive skills, would create
the ideal language learning for a student.
4. How does that relate to your experiences here with NEST v NNEST?
Relating this article back to Kyunghwa Girls EB high school, this article is somewhat
illustrated within the teaching methods that I have observed. There appears to be an effort
that is put into a genuine English learning experience, but this is balanced out by having other
classes that emphasize grammar and other points of the language. In the conversational
classes, which are the classes that I have seen, it is clear that Dionne and Maren both accept
mistakes and make an effort to change them as they happened. I think that it would be
interesting to see a native teacher and a non-native teacher co-teaching a lesson, and see the
results that the students gain from that experience.