Academic climate and student achievement in american secondary schools: Implications for improving student learning

European Journal of Psychology of Education -     

When the Teacher Is a Non-native Speaker

One item in the questionnaire inquired whether the participants thought the NEST or the non-NEST was a better teacher. While an approximately equal number of votes went for either option （27 percent for NESTs and 29 percent for nonNESTs）, 44 percent inserted “both,” an alternative which had not even been supplied in the questionnaire. The proportion of participants who chose non-NESTs as their favorites is high, especially given their linguistic inferiority. It follows from this that non-NESTs should be in possession of certain unique features that NESTs Jack. But what are they？ What gives non-NESTs their competitive edge？ What assets enable them to make up for their linguistic handicap？