Kang 49 

BC TEAL Journal Volume 2 Number 1 (2017): 49-50 

Book Review 

 

The Non-Native Teacher, 3rd Edition 

 

Péter Medgyes 

Callander, Scotland, UK: Swan Communication, 2017, 172 pages 

ISBN 978-1-901760-11-8 (paperback) 

 

Reviewed by 

 

Phoebe Eun Kyung Kang 

University of Toronto (OISE) 

 

The Non-Native Teacher was originally published in 1994 by Péter Medgyes, an English 

as an additional language (EAL) professional who self identifies as a non-native speaker of 

English. While the book remains a highly personal text that draws from the Hungarian EAL 

context, the main argument for equity remains relevant in other teaching contexts, such as 

Canada. For example, as Laura Brass (2017) notes in her article “A ‘non-native speaker’ in a 

‘native speaker’ world,” non-native English speaking teachers (non-NESTs) continue to struggle 

in English language teaching (ELT) contexts in British Columbia.  

 

The third edition maintains its contentious binary structure comparing native-English 

speaking teachers (NESTs) and non-NESTs, two terms which have fallen out of favour over the 

last two decades. However, while Silvana Richardson argues in her foreword, the book “may at 

times sound slightly out of step with contemporary thinking” (p. v), she further asserts that “the 

fact that this text is still relevant today is symptomatic of the scale and magnitude of the non-

NEST issue in our industry” (p. v). 

 

The latest edition is divided into six symmetrically arranged parts, with each section 

containing two chapters. The most striking change in the third edition is the decision to separate 

the new content from the original using a striking two-colour format. The original text is black, 

while the newly added focus points, margin notes, and further readings are in blue. This decision 

in the updated edition simultaneously shows reverence to the original as a seminal work, while 

also making it more contemporary. 

 

Parts 1 and 2, entitled “Being a non-native speaker” and “Being a non-native teacher” 

respectively, deal with issues facing non-NESTs that illustrate the subtle power dynamics 

between educators and learners. The author asserts that “students can only be motivated and 

helped after teachers have understood themselves” (p. 24).  

 

The next section, “The two sides of the coin,” remains the most transformative and 

essential section of this book. Using subversive and provocative language, the author offers two 

contrasting perspectives of the non-native professional. The negative perspective looks at issues 

of self-worth and identity, whereas the positive perspective highlights being a good role model 

for language learning and being empathetic towards learners’ needs.  

 



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BC TEAL Journal Volume 2 Number 1 (2017): 49-50 

In Chapter 7 of Part 4, “Who’s worth more: the native or the non-native?,” the author 

argues against proficiency in language as a superior model of teaching. When answering the 

question related to what the ideal learning environment is, the author provides a diplomatic 

response maintaining “there should be a good balance of NESTs and non-NESTS, who 

complement each other in their strengths and weaknesses” (p. 84). The author offers a balanced 

perspective that still feels ahead of its time. 

 

Part 5 and 6 go on to offer practical ideas and activities for non-NESTs and newly added 

material highlighting learner perceptions of NESTs and non-NESTs. Throughout the third 

edition, one of the merits of the new material is the further reading section at the end of every 

chapter. Pre-service teacher educators will likely find the articles presented form interesting 

debates on issues in EAL and ELT. 

 

In summary, the author’s idiosyncratic voice can still surprise and provoke in equal 

measure. The third edition is likely to be a catalyst for discussion in pre-service EAL teacher 

education in British Columbia as well as other parts of Canada. Although Samimy’s (1997) 

review of the first edition noted weaknesses, such as the uneven treatment of language teaching 

factors and an overemphasis on the linguistic deficits of non-NESTs, which persist in this 

updated edition, The Non-Native Teacher is an essential primer for teacher education and non-

NEST studies. As the profession continues to evolve and develop to be more inclusive, the call 

for balanced collaboration between NESTs and non-NESTs remains relevant for educators 

looking for a book that questions and pushes established boundaries. 

 

References 

 

Brass, L. (2017). A ‘non-native speaker’ in a ‘native speaker’ world. Retrieved from  

http://teflequityadvocates.com/2017/10/22/nnes-nes-world-laura-brass/  

Samimy, K. (1997). A Review on “The Non-native Teacher.” TESOL Quarterly, 31(4), pp. 815-

817. 

 

 

 
The BC TEAL Journal is licensed under a 

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Copyright rests with the authors. 

 
 

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