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Dear all,

Thank you very much for initiating and participating in the conversations in this EVO for five weeks. The organizers need your feedback, so please complete the following survey when you have the chance:

Best wishes,

Dear moderators and participants,

If you'd like us to send you a certificate of participation, please email me at

Thank you again for being part of this EVO.

Dear moderators and participants,

If you'd like us to send you a certificate of participation, please email me at

Thank you again for being part of this EVO.

Dear Participants,

Thank you for joining us for the 2017 NNEST-IS EVO Workshop, taking place between January 8th and February 11th!

We are pleased to present you with a list of the weekly moderators and guest speakers who will be interacting with you during the course of the session.

Dialogue will begin on this Google + Community, on January 8th. Please be sure to check this Community Page for updates regarding the times/dates of all online, interactive sessions!

Note: Participants may receive a "Certificate of Participation" on request, after completing a minimum of one full week of session activity (e.g., all of Week 3).

Week 1 (Jan 8 - 14, 2017)

Moderators: Kara MacDonald & Bedrettin Yazan

Guest Speakers: Baburhan Uzum (NNEST IS Newsletter co-editor), Burcu Ates (NNEST IS Newsletter co-editor), Saeed Nazari (Community manager), Isabela de Frietas Villas Boas (representing NNEST of the month Blog interviewers)

Topic: Getting to know the NNEST community leadership

Week 2 (Jan 15 - 21, 2017)

Moderator: Aiden Yeh

Guest Speaker: Nathanael Rudolph

Topic: Critical worldviews and constructions of “moving beyond the native speaker”: Implications for inquiry and practice

What does it mean when we say "moving beyond the native speaker" in TESOL, critically-practically speaking? TESOL, as a globalized discursive field (Pennycook, 2007), continues to wrestle with accounting for the movement, border crossing, hybridity, and diversity characterizing today’s ever-globalizing world, and classrooms therein (Canagarajah, 2016). This session, approached through a postmodern and poststructural lens, will provide participants with an overview of critically-oriented conceptualizations of and approaches to "moving beyond the idealized native speaker (Chomsky, 1965)," and will explore their implications for framing who teachers “are,” and “can” and/or “should” be or become in and beyond the classroom.

Week 3 (Jan 22 - Jan 28, 2017)

Moderator: Michael Karas

Guest speaker: Geeta Aneja

Topic: (Non)native speakering in teacher education: Where it comes from, why it matters, and what we can do about it

This session reflects on how we as teacher educators can move beyond the native-nonnative dichotomy in our own classrooms. First, I develop (non)native speakering as a dynamic way of understanding how the native-nonnative dichotomy is (re)created in everyday interactions. Then, we will explore pedagogical possibilities for resisting (non)native speakering through the strategies of Anna Marie, a teacher educator at a large, private, urban university. The session will close with a discussion about how participants have used these and other strategies in their own classes, and how ELT professionals can continue to address inequity in the “field.”

Week 4 (Jan 29 - Feb 4, 2017)

Moderator: Geeta Aneja

Guest speaker: Ana Solano-Campos

Topic: Beyond the NS/NNS Binary: Intersectionality in Contexts of (Neo)Colonial Bilingualism

In this session, participants will become familiar with the concept of (neo)colonial bilingualism and how it relates to the native speaker fallacy. We will discuss how language ideologies informed by the colonial project position users of English as outsiders based on identity markers such as race, religion, ethnicity, and immigration status, among others. After exploring the overlapping layers of privilege and oppression operating in the lives of learners and educators in ESL/EFL classrooms, we will discuss how English teaching professionals can open up spaces to affirm students’ dynamic and intersecting cultural, linguistic, and national identities. The purpose of this session is to highlight the role of intersectionality in challenging ideologies of native speakerism via a decolonizing pedagogy.

Week 5 (Feb 5 - 11, 2017)

Moderator: Nathanael Rudolph

Guest speaker: Rashi Jain

Topic: Examining translingualism in TESOL, and exploring the intersection of translingual scholarship and NNEST issues

Although translingualism has emerged as a new paradigm in the recent years (Canagarajah, 2012, 2013a, 2013c; Pennycook, 2008), conceptualizations around teachers’ and teacher educators’ translinguistic identities have just begun to be explored in the field of TESOL. I address this gap in literature by reviewing the few narratives that have recently become available (e.g. Jain, 2014; Motha, Jain, & Tecle, 2012; Rudolph, 2012; Zheng, 2013), and extending these theorizations by deeply examining my own translinguistic identity as a language teacher and teacher educator (as opposed to the over-simplified NEST or NNEST identities), as well as my translingual practices inside and outside my classrooms. I draw upon both autoethnography and practitioner inquiry to compile this narrative. I also write this narrative from the borderlands. Borderlands are often perceived as physical spaces, removed from the centers that are the hub of key activities and decision-making that impact all those who come into the fold of that community. However, in the field of education, borderlands also refer to peripheral spaces in vast and sometimes abstract communities of practice (Wenger, 1998).
I have been actively participating in diverse practice and research communities in the U.S. for more than a decade now. During this time, I have performed many academic and professional roles: that of a student, a teacher, a teacher educator, a researcher, and an administrator. In the past, I have had the opportunity to teach in the TESOL teacher education program at a large American public research university, as a teaching assistant, independent instructor, and most recently as adjunct faculty. Also, I frequently teach as an adjunct professor at a community college, as well as in an intensive English program at large public university, and work with adult ESL/international students in both roles. In these myriad roles, I have so far stayed on the periphery of my communities of practice. It is a trajectory shaped both by circumstances and choice. I value the unique perspectives I gain from this deliberate self-positioning—standing at the borders of different communities, and looking at them from outside as well as inside. I believe these perspectives also help balance the narratives that emerge from those who are doing equally meaningful work from the centers of these communities. Moreover, working on the borderlands allows me to constantly create and negotiate my professional, academic, and social identities—to reimagine myself as a translingual practitioner as well as a pracademic—in response to the dynamic, fluid, mobile, and ever-evolving realities around me.
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