A natural leader, community builder, and teacher, Allie was introduced to the world of holistic health and wellness through the lens of yoga and meditation. After almost 10 years of practice, she received her Yoga Teaching Certification in 2012 from the Association for Yoga and Meditation in India. Since then, she has undergone additional Teachers can help students achieve this goal by: Having high expectations of all students regardless of their previous academic performance. Helping all students feel like a part of the school and educational community. Increasing a sense of school belonging (i.e., perceptions of being liked, accepted, included, respected, and encouraged to – Job Type: Full Time. – Only Native English Speakers. – English language teaching certificate (TESOL, TEFL, CELTA,…). – Passionate about teaching English to young learners and adults. – Have stable and high internet access at least 10 wired internet, Laptop or desktop with windows. O/S at least i3, 2013 gen, minimum 4GB RAM). –… Immersion in primary, up to 100% of the day is in French, the only variation is if prep teachers don't speak French it won't be 100%. Immersion in Junior, varies wildly, depending on the staff available and your admin. At my school it's about 80% French, they get 5 periods of English language a week, and then the prep subjects depends on the Today, let’s look at some of the most outstanding public speakers of all time, from historical figures like Winston Churchill, Martin Luther King, Mahatma Gandhi to some contemporary speakers like Brain Tracy and Nick Vujicic. 1. J.F. Kennedy: Answer: (i) Peter Dixon is the name of the poet. (ii) The poet wants to know about the teachers. (iii) Teachers are always dressed nice and wearing pyjamas is a common man’s habit. So he asks if teachers live ordinary life too. (iv) He wants to know about the activities of the teacher. The Project Team thanks the Teachers of English to Speakers of Other Languages (TESOL) Standards Committee, the anonymous reviewers, and the many teachers, graduate students, teacher educators, and administrators whose comments on draft versions of this document helped shape the current version. 4tkpLY. Rita PiersonEvery kid needs a champion7 minutes 34 secondsRita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal EmdinTeach teachers how to create magic6 minutes 40 secondsWhat do rap shows, barbershop banter and Sunday services have in common? As Christopher Emdin says, they all hold the secret magic to enthrall and teach at the same time — and it's a skill we often don't teach to educators. A longtime teacher himself, now a science advocate and cofounder of Science Genius with the GZA of the Wu-Tang Clan, Emdin offers a vision to make the classroom come Cliatt-WaymanHow to fix a broken school? Lead fearlessly, love hard16 minutes 58 secondsOn Linda Cliatt-Wayman's first day as principal at a failing high school in North Philadelphia, she was determined to lay down the law. But she soon realized the job was more complex than she thought. With palpable passion, she shares the three principles that helped her turn around three schools labeled "low-performing and persistently dangerous." Her fearless determination to lead - and to love the students, no matter what - is a model for leaders in all DeWittHey science teachers - make it fun13 minutes 53 secondsHigh school science teacher Tyler DeWitt was ecstatic about his new lesson plan on bacteria how cool! - and devastated when his students hated it. The problem was the textbook it was impossible to understand. He delivers a rousing call for science teachers to ditch the jargon and extreme precision, and instead make science sing through stories and MeyerMath class needs a makeover11 minutes 22 secondsToday's math curriculum is teaching students to expect - and excel at - paint-by-numbers classwork, robbing kids of a skill more important than solving problems formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and Musallam3 rules to spark learning6 minutes 15 secondsIt took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of "pseudo-teaching" to understand the true role of the educator to cultivate curiosity. In a fun and personal talk, Musallam gives 3 rules to spark imagination and learning, and get students excited about how the world YacoobiHow I stopped the Taliban from shutting down my school16 minutes 54 secondsWhen the Taliban closed all the girls' schools in Afghanistan, Sakena Yacoobi set up new schools, in secret, educating thousands of women and men. In this fierce, funny talk, she tells the jaw-dropping story of two times when she was threatened to stop teaching - and shares her vision for rebuilding her beloved RitzA teacher growing green in the South Bronx13 minutes 25 secondsA whirlwind of energy and ideas, Stephen Ritz is a teacher in New York's tough South Bronx, where he and his kids grow lush gardens for food, greenery - and jobs. Just try to keep up with this New York treasure as he spins through the many, many ways there are to grow hope in a neighborhood many have written off, or in your LopezWhy open a school? To close a prison7 minutes Our kids are our future, and it's crucial they believe it themselves. That's why Nadia Lopez opened an academic oasis in Brownsville, Brooklyn, one of the most underserved and violent neighborhoods in New York - because she believes in every child's brilliance and capabilities. In this short, energizing talk, the founding principal of Mott Hall Bridges Academy and a star of Humans of New York shares how she helps her scholars envision a brighter future for themselves and their LaufenbergHow to learn? From mistakes9 minutes 49 secondsDiana Laufenberg shares three surprising things she has learned about teaching - including a key insight about learning from mistakes. Up to 70 per cent of all jobs advertised on are for native English speaking teachers. © Flazingo Photos, licensed under CC BY-SA and adapted from the original. There are perceptions that native speakers of English make better English language teachers. Marek Kiczkowiak, winner of the TeachingEnglish blog award, argues that those perceptions need to change. Have you looked for an English teaching job recently? If you're a Native English Speaker Teacher NEST then you'll have seen an abundance of teaching opportunities out there. But for a non-native English Speaker Teacher NNEST, it's a different story. Up to 70 per cent of all jobs advertised on – the biggest job search engine for English teachers – are for NESTs yes, I have counted. And in some countries such as Korea it’s even worse – almost all recruiters will reject any application that doesn’t say English native speaker on it. If you start questioning these practices, you are likely to hear one or all of the following excuses 1. Students prefer NESTs2. Students need NESTs to learn good’ English3. Students need NESTs to understand the culture’4. NESTs are better for public relations While it is beyond the scope of this short article to fully debunk all the above, I would like to briefly outline here why these arguments are flawed. 1 The first argument gets repeated like a mantra and has become so deeply ingrained that few attempt to question its validity. Yet, I have never seen a single study that would give it even the slightest backing. On the other hand, I have seen many which confirm that students value traits which have nothing to do with 'nativeness', such as being respectful, a good communicator, helpful, well prepared, organised, clear-voiced, and hard working. Other studies show that students do not have a clear preference for either group. It seems then that it is the recruiters, not the students, who want native speakers. 2 On the second point, I believe it's a myth that only NESTs can provide a good language model. What I find troubling is that many in the profession assume language proficiency to be tantamount to being a good teacher, trivialising many other important factors such as experience, qualifications and personality. While proficiency might be a necessity – and schools should ensure that both the prospective native and non–native teachers can provide a clear and intelligible language model – proficiency by itself should not be treated as the deciding factor that makes or breaks a teacher. Successful teaching is so much more! As David Crystal put it in an interview for TEFL Equity Advocates 'All sorts of people are fluent, but only a tiny proportion of them are sufficiently aware of the structure of the language that they know how to teach it.' So if recruiters care about students’ progress, I suggest taking an objective and balanced view when hiring teachers, and rejecting the notion that nativeness is equal to teaching ability. 3 As for the third argument, most people will agree that language and culture are inextricably connected. But does a native English speaker culture’ exist? I dare say it doesn’t. After all, English is an official language in more than 60 sovereign states. English is not owned by the English or the Americans, even if it's convenient to think so. But as Hugh Dellar notes, even if we look at one country in particular, 'there is very clearly no such thing as "British culture" in any monolithic sense'. As native speakers, we should have the humility to acknowledge that 'no native speakers have experience, or understand all aspects of the culture to which they belong' David Crystal. 4 Finally, the almighty and untouchable’ market demand. Show me the evidence, I say. Until then, I maintain that a much better marketing strategy is to hire the best teachers, chosen carefully based on qualifications, experience and demonstrable language proficiency, rather than on their mother tongue. We are not slaves of the market. We can influence and shape it. As Henry Ford once said 'If I had asked people what they wanted, they would have told me faster horses'. Perhaps most significant of all, being a NNEST might actually give you certain advantages as a teacher. For example, you can better anticipate students’ problems, serve as a successful learning model or understand how the learners feel. Actually, in a recent post James Taylor went as far as wishing he were a non–native speaker. However, I feel that the question Peter Medgyes asks in his article 'Native or non–native who’s worth more?' misses the point slightly. As Michael Griffin has shown, the answer is neither. Both groups can make equally good or bad teachers. It’s all down to the factors I’ve been talking about here personal traits, qualifications, experience and demonstrable language proficiency. Your mother tongue, place of birth, sexual orientation, height, gender or skin colour are all equally irrelevant. So why does this obsession with 'nativeness' refuse to go away? Because for years the English language teaching ELT industry told students that only NESTs could teach them good’ English, that NESTs were the panacea for all their language ills. But let’s be blunt and have the courage to acknowledge that the industry encouraged a falsehood which many of us chose to turn a blind eye to while others assumed they could do nothing. I feel this needs to change. The good news is that positive changes are already taking place. TESOL France has issued a public letter condemning the discrimination of NNESTs. Some of the most renowned ELT professionals such as Jeremy Harmer and Scott Thornbury, as well as organisations such as the British Council Teaching English team have already expressed their strong support for the TEFL Equity Advocates campaign I started, which fights for equal professional opportunities for native and non–native teachers. And you can help bring about the change too in numerous ways that were outlined here. So stand up, speak out and join the movement. Join our Teaching English Facebook community for further tips, resources and discussions or see our offer for teachers. You might also be interested in What does your accent say about you? English teachers, are you talking too much in class? Some students and schools believe that the only good teacher is a Native English Speaking Teacher sometimes referred to as a NEST or Mother Tongue speaker. However, the term doesn’t necessarily define teachers or their abilities very well. For example, I’m considered a NEST although I was born in Germany while Welsh-born professor David Crystal OBE, foremost expert on the English Language and language teaching, is wrong with that?We work in an industry that is preparing millions of people to speak English and hundreds of thousands of teachers to help them do it. If native speaker status is essential, then some 80% of the world’s English teachers would be considered to be lacking or lesser in some way Suresh Canagarajah, 2005. Still, many job ads for teachers demand NESTs. Is it really the case that a teacher’s passport is the most important qualification they will ever get? After years training and observing teachers, I can’t believe that – and many others agree with me. We are seeing a growing number of places that refuse to accept these ads, and in some countries including the UK it’s illegal to discriminate on nationality when is a “native speaker” anyway?In some parts of the world, teachers from India, Malta, or South Africa who grew up speaking English are not considered “native speakers” by the visa regime, and simply can’t get visas or work permits as English language teachers. Apparently, the most internationally-employable English teachers are from the BANA countries Britain, Australia, and North America, including Ireland. But consider With all the varieties of English out there – considering local dialects, and the fact that some British English accents are notoriously hard to understand – simply being a NEST does not mean your English is “standard”. Compare that to a Non-NEST who may well be better educated and a better communicator, with a wider vocabulary and crystal clear Oxford English Dictionary do they say NEST is better?The main argument is that a native speaker will be a model of the language their English will be more idiomatic, the teacher will have a richer vocabulary, and they will use a standard model of pronunciation. Students aiming to study or work in the country their teacher is from may see a native speaker as a role model and mentor. In other schools, Native English Speaking Teachers are employed to develop high-level communication or writing practice which students only have access to after learning non-communicative English from their local teachers.What do Non-NESTS have to offer?A non-native English speaking teacher will typically have learned English themselves; an experience which gives them greater empathy, useful first-hand tips, plus an insider’s perspective on the difficulties of learning. This awareness of usual language-learning issues becomes particularly relevant when teaching students of their own mother tongue. Given the difficulty Non-NESTS can have finding employment, they are often the most committed and well-trained teachers you come across. If you have struggled through and made it I have nothing but admiration for you!Is this really such a big deal?This false division between teachers is not something to ignore. Taking the position that a native speaker is automatically better allows for a linguistic imperialism where somehow one variety of English, type of teacher, way of teaching, or even culture, is superior. This can even lead to cases where some schools discriminate and employ NNEST teachers for specific lower paid jobs. There are soon to be over two billion speakers of English in the world and only 18% of us are native English speakers. I, for one, want my teaching to be opening doors, spreading knowledge, and increasing all about itIf you want to know more here are some good examples of research, as well as other bloggers’ opinions to considerS. Canagarajah 2005 Reclaiming the Local in Language Policy and Practice. R Reichard 2015 Does it matter to students whether their teacher is a NNEST?F. Copland et al. 2016 Investigating NEST schemes around the world supporting NEST/LET collaborative practicesI. Walkinshaw & D. H. Oanh 2014 Native and Non-Native English Language Teachers Student Perceptions in Vietnam and JapanM. Kiczkowiak 2014 Native English-speaking teachers always the right choice?S. Thornbury 2010 N is for Native-speakerism BOOK YOUR OWN PROFESSIONAL DEVELOPMENT District-Wide, School, or ConferenceProfessional Development EventsWhether you’re looking for a single virtual keynote or a full-day professional development experience for your district, school, or conference we have solutions sure to inspire your educators, equip your leaders, and boost student engagement! Contact us today to start exploring your very own Professional Development Event! GYTO SPEAKER NETWORKGYTO Speaker Network’s goal is Professional Development with Purpose! We provide PD Solutions for the needs of Schools, Districts, States, and Education Organizations to be the best for education professionals and students. We have created a Network of THE Best Education Speakers, Authors, Influencers, Presenters, and Trainers for any type of PD needs…Virtual or In-Person PD DaysConvocation Kick-off KeynoteContent/Grade-Level WorkshopsTraining for Teachers, Administrators, Leaders, Coaches, and Support Staff… Or simply Motivating all of the above. HOPE & WADE KING Educators, Authors, Get Your Teach On LeadersHope and Wade King are a dynamic, husband-and-wife duo, passionate about the world of education who have found tremendous success with students from a variety of backgrounds. They are both highly decorated, award-winning educators; and have built their classrooms on the foundation of student engagement powered by academic rigor. Together, Hope and Wade co-authored the best-selling book, The Wild Card, and a children’s book, The Wild Card Kids. Exclusive GYTO SPEAKERS LaNESHA TABBCulturally Relevant Teaching, Author, Founder, Education with an ApronAuthor of “Unpack Your Impact” and Education Influencer, LaNesha is a 15+ year educator helping schools to teach a culturally relevant curriculum. CHRIS POMBONYOAward-Winning Educator & Administrator, Former Radio Disney HostReady to take your students’ learning to new heights? Put the spotlight on the quality of teaching and learning in your classrooms to keep students “loving the show”! NAOMI O’BRIENFounder of Read Like a Rock Star, Author of “Unpack Your Impact”. Naomi's passion for culturally responsive teaching, accurate primary social studies lessons, rigorous reading instruction, and social justice-oriented education has been a driving force behind the message she hopes to instill in other educators and children. PRINCIPAL AMEN RAHHBest Selling Author, National Speaker, Executive Coach“Be Humble. Be Hungry. Be Smart. The next generation of schools will need to know how to create content that can build a bridge between your school goal and family needs and desires.” - Amen Rahh AMELIA CAPOTOSTAHost of “Literacy Live”, National Speaker and Implementation Specialist Pairing engagement and rigor in an ELA classroom, Creating passionate and powerful readers, and Classroom routines and management for a successful reading and writing workshop HAYWARD JEANSPEAK LIFE Educator! Education is a strength-based journey, and I am passionate about developing the Culture, Leadership, and Advocacy of Schools and Systems to help educators and students experience the educational breakthrough they deserve!” ALLYSON APSEYAward-Winning Educator and TEDx SpeakerAward-Winning Principal, District Leadership and Mentoring Coach, a Certified Trauma Practitioner, Executive Board of Directors for MEMSPA Michigan as the Professional Development Chair and is on the NAESP Editorial Advisory Board. Author of “Leading the Whole Teacher”. TODD NESLONEYAward-Winning Educator, Author, and TedX SpeakerTodd has an immense love for Reading and Leading! As an award-winning Principal and Teacher AND a finalist for the John Maxwell Transformational Leadership Award, Todd has traveled the world speaking to educators and organizations. DANIEL PATTERSONAuthor, Entrepreneur, Speaker, and EducatorAfter seventeen years in education, Daniel has dedicated his life to bringing awareness and transformational programming to mental health, substance use, and authenticity within education. NICHOLAS FERRONIAward-Winning Educator & ActivistNicholas Ferroni is a nationally recognized educator and activist who educates, mentors and inspires students to reach their goals while driving a national dialogue about education reform. TYLER COOKPrincipal and Author of “Building Authenticity”Tyler Cook is a speaker, author, and coach who is passionate about developing high-impact leaders who will grow their districts, staff, or students to their fullest potential! JESSICA CABEENAward-Winning Administrator and Teacher, 4x Author & National SpeakerJessica has been named the 2021 ED Dive National Principal of the year, 2017 Minnesota National Distinguished Principal of the Year, and was awarded the NAESP/VINCI Digital Leader of Early Learning Award in 2016. She is an NAESP Middle Level Fellow and a Future Ready Principal. Verified GYTO PARTNERSTHESE SPEAKERS ARE NOT EXCLUSIVELY REPRESENTED BY GYTO SPEAKER NETWORK BUT WE STAND-BY, AND VERIFY THEY ARE EXCEPTIONAL SPEAKERS IN THEIR FIELD AND CRAFT. BRANDON P. FLEMINGFounder of the Harvard Diversity Project, Author of “Miseducated A Memoir”Brandon P. Fleming’s story of struggle, success, and service has inspired millions around the world. STEVE SPANGLEREmmy-Award Winning STEM Educator & SpeakerHe’s a bestselling author, STEM educator, and television personality branded by TIME Magazine as one of their “most influential people of the year” because of his passion to inspire the next generation of scientists and engineers. CLINT PULVERAuthor of “I Like It Here”, Founder of The Undercover Millennial, Leading Authority on Employee Retention“When we help other Educators, Students, and Co-Workers to Connect Engage, and Perform, your Retention Improves, Academic Success Soars, and Your People Win!” - CLINT PULVER GYTO The Mini Experience! We bring the Magic of GYTO Conferences to your school, district, state, or your own conference! MINI GYTO EXPERIENCE Customize the Magic of Get Your Teach On for your School or District!Experiences for K-12 teachers & administrators include multiple presenters, all of the materials needed for the sessions, fun GYTO decor, and attendee swag to create a professional development experience for your teachers and staff will never forget! Engagement Lab™Unlimited Room Transformations and student engagement with the click of a mouse! ENGAGEMENT LAB™ Research supports that when students are engaged, motivated, and immersed in an experience, their ability to retain information increases significantly. Our team of GYTO Engagement-Makers will fully transform a traditional learning space into their very own Engagement Lab™ that will bring lessons to life in an interactive environment with endless possibilities. This full transformation includes 30+ interactive scenes and experiences to transform any lesson in the click of a button...literally. Below are the different types of professional development experiences available to districts and schools. Please visit each speaker’s profile to find the keynotes and workshops they offer. MINI GYTO CONFERENCE EXPERIENCEFull & Multi-Day In-Person Options Bring the energy from the iconic GYTO Conferences to your District or School!LEARN MORE → IN-PERSONKeynote, Half-Day, & Full-Day Options VIRTUALKeynote, Half-Day, & Full Day Options THE GYTO TEAM“Thank you for serving us! What HOPE, WADE and the GET YOUR TEACH ON TEAM provide for us is more than what I could have ever asked for in my teaching career! The community, the friendships, the laughs, the joy, the fire, the new learning, and everything in between is so special in this organization that is now near and dear to my heart! I’m so glad I bit the bullet and decided on a whim to join all of you at your conference. It was seriously one of the best moments in my life that I will NEVER forget. Thank you for pouring your blood, sweat, and tears into GYTO! I hope to join you and all the other incredible people and educators again soon!- Dana Benn, Educator HOPE & WADE KING“Our virtual experience with Hope and Wade King was amazing! Inspirational, compassionate related to challenges with Covid-19, positive energy and messages! Loved the part about how Americans spend our time -the gossip one really helped send a message of professionalism to our team.”-ALICE ROYBAL-BENSONPRINCIPAL, DECKER ELEMENTARY CHRIS POMBONYOChris Pombonyo is an inspiring educator whose talent lifts the lives of those around him. As a speaker, Chris is passionate and dynamic, yet also honest and vulnerable, which makes him relatable and encouraging to his audience. He has been a recurring guest speaker in our teacher preparation program because he energizes our future teachers like no other. Our students will show up anytime and anywhere to learn from Chris!— DR. TAYLOR WENZELAssociate Professor University of Central Florida BRANDON P. FLEMING“Brandon, The most amazing thing today… so I decided after Thursday and Friday that I’m going to be an educator and not a teacher. My 3rd grade students learned about the Cherokee while I was in Georgia. There was a short 2 paragraph section in the Trail of Tears and after hearing you I decided I needed to do more with it. Today I read them some additional info on and we discussed it at great length. We talked and debated for so long that I looked up at the clock and it was dismissal time. They moaned because they didn’t want it to end. I loved it! Thank you for inspiring me to help my student become independent thinkers.”— AMANDA MASTTeacher, Danielsville, PA LaNESHA TABBI have had the pleasure of listening to LaNesha Tabb present at several different conferences. LaNesha’s content is so relevant because she a full time kindergarten teacher just like me. Once my district pushed us to a 90 minute reading block science and social studies were practically cut from my curriculum. LaNesha believes that little kids can tackle big topics. Because of her resources and guidance I have brought back social studies curriculum in my a kindergarten teacher I have always struggled to find a meaningful way to teach writing to my students. For years I sat in back to school meetings and said my goal for the year was to be a better writing teacher. After watching LaNesha do the writing process chant with her kindergarten class I was sold. I loved that the students purpose for writing wasn’t just in response to some prompt. Instead they were creating a book! I also appreciate that her writing process is a framework and not a program so the students have a lot of choice. One of my biggest goals as a kindergarten teacher is to build student independence so I don’t have 27 hands up saying Miss Forney! After hearing LaNesha present I was actually excited to start writing with my kids. The best part of being a part of LaNesha’s professional development is her passion. She found something that worked for her and her students and now she wants to share it with other teachers!— KELLIE FORNEY17 YEAR EDUCATOR, EVANSVILLE, IN HOPE & WADE KING“Hope and Wade King are truly an inspiration. Having them at our school was amazing! They exuded energy and a passion for education. The money spent for professional development would be the best investment a school could make for their teachers.” — VICKI REDINGTEACHER, WEST BAY ELEMENTARY HOPE & WADE KING “So incredibly thankful for y’all. So inspiring at such the perfect time. No matter how many times I listen to y’all, I still walk away with pages of notes, more ideas, more ah ha’ moments, more love, and more love for my profession. Thank you doesn’t seem enough at all, but thank you to the end and back!!”— ASHLEY ROBERTSONPRINCIPAL, JAMES M. BROWN ELEMENTARY HOPE & WADE KING“For 9 years I’ve prayed for a day like today for our school community! You confirmed and took to a new level the belief for our scholars that we are not limited by where we live, but by where we believe! You stretched all of our beliefs about who we are, what we do, and why we do it! You used your gifts of classroom transformations to the extreme’ classroom makeover, our scholars and staff have been inspired to take our work to a whole new level! A level that our children deserve!”— HAYWARD JEANDIRECTOR OF STUDENT SERVICES, ORANGEBURG COUNTY SCHOOL DISTRICT HOPE & WADE KING“Set the Stage to Engage has been a game changer for me! It helped me get through my first year teaching 6th grade. My students loved when I would dress up or transform the room. They wanted more and loved coming to my class! I want to be a wave maker and have that ripple effect, and Set the Stage to Engage has guided me on that journey.”— JENNIFER REEVESTEACHER, ANGUS VALLEY ELEMENTARY Thank you for your interest in booking a private professional development experience! Please fill out our form and a member of our team will contact you soon. MORE FROM GYTO UPCOMING CONFERENCES SUSTAINABLE SEL ONLINE COURSE FREE RESOURCES 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. 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