Showing posts with label identity. Show all posts
Showing posts with label identity. Show all posts

Tuesday, 31 March 2026

Friday, 6 March 2026

shattering paradise - or, the difference between an 'economic migrant' and an 'expat'

As  writing in today's Guardian suggests, influencers have sold the world a fantasy Dubai – and now it’s gone in a puff of missile smoke:

The city was portrayed as an aspirational place to live, but now those who moved there are realising the precarity that comes with being an economic migrant.

Who could have guessed that living a few hundred miles as the drone flies from Tehran might have risks? Certainly not the anonymous hedge funder who fumed to the Financial Times that “the trade was not that you were getting exposed to geopolitics”.

But if it’s hard to sympathise with the super-rich, as they discover that there are some things money can’t buy, then they are not the only Britons trapped in the Gulf. The deal Dubai offered economic migrants – which is what Britons seeking a better life in the Gulf are, much as some will hate the label – was a kind of real-life Truman Show: a sunny, shiny, sterilised low-crime haven for anyone itching to get rich or stay that way, sustained by stiff penalties for anyone publicly shattering its illusions.

Today's London Standard points out that influencers in Dubai have been warned they face prison for posting material about the conflict with Iran.

And earlier in the week, the Daily Mail's Guy Adams looked at The inside story of how the hollow Dubai dream has come crashing down... as expats are sent mysterious menacing warnings from the UAE government which hint all might not be as well as it seems.

Here we are looking at the world of the 'expat' - and a decade ago, the BBC was considering the difference between an expat and an immigrant:

The word expat is loaded. It carries many connotations, preconceptions and assumptions about class, education and privilege — just as the terms foreign worker, immigrant and migrant call to mind a different set of assumptions.

But what makes one person an expat, and another a foreign worker or migrant? Often the former is used to describe educated, rich professionals working abroad, while those in less privileged positions — for example, a maid in the Gulf states or a construction worker in Asia — are deemed foreign workers or migrant workers. The classification matters, because such language can in some cases be used as a political tool or to dehumanise — as the debate around the word “migrant” suggests.

It's not just 'semantics', it's also a question of law: Expat vs Immigrant vs Migrant vs Refugee vs Asylee Defined | American Visa Law Group

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Wednesday, 18 February 2026

the 'life in the uk' test: a critique

The British government has had in place for some years now its Life in the UK Test which, if passed, will enable people to become UK citizens.

There are lots of websites that ask if you “think you know Britain?” - and give you an example text to try out online. And when people who already have a British passport try it themselves, well, it's actually quite difficult, as with this journalist on the Daily Express realised last year: I took the Life in the UK citizenship test - it's not so simple.

Other commentators would say that the test is actually not relevant to life in the UK, with the Guardian recently suggesting: Forget Hadrian’s Wall. The UK citizenship test should ask about Corrie, bus queues and Greggs.

In fact, there is considerable criticism of the test.

In June 2022, the UK parliament's Lords Committee requested an urgent review of the Life in the UK Test:

The Committee found several problems with the Test:an official handbook full of obscure facts and subjective assertions (including offensive historical content),

  • inaccessible test centres,
  • poorly-phrased questions that trivialise the process, and
  • costs that can be prohibitive for some, among others.

The Committee also stressed the need to reintroduce taught courses, known to promote social cohesion and gender equality, as an alternative for those who may find a test particularly challenging.

The Committee is astonished that the Government has not yet conducted its long-overdue review of the Test and of its associated handbook. The Committee calls on the Government to appoint an Advisory Group to conduct a review to be published by a set deadline.

Others feel very much the same, with this study from the Durham Law School asking The Life in the UK citizenship test:Is it unfit for purpose?:

The Life in the UK citizenship test was launched in 2005 and revised in 2007. The test must be passed by anyone applying for Indefinite Leave to Remain (ILR) or naturalisation. Past editions were criticised for factual inaccuracies and their failure to include much information about British history and culture. The third edition was published in March 2013. It is a comprehensive departure in form and content from past tests that raises several serious concerns about the construction of the test. Its inability to meet its central goal as a test of knowledge about life in the United Kingdom renders it unfit for purpose and it is in need of urgent reforms. 

The UK Immigration Lawyers also ask:  Is the Life in the UK Test Fair? New Survey Raise Big Questions:

Our survey has exposed surprising gaps in historical and cultural knowledge among Brits. The findings raise questions about the fairness of Life in the UK Test for British citizenship or settlement applications.

This is not just the opinion of journalists, academics and lawyers, as Wikipedia notes in its piece on the Life in the United Kingdom test:

The test has been frequently criticised for containing factual errors,[1] expecting candidates to know information that would not be expected of native-born citizens[2] as well as being just a "bad pub quiz" and "unfit for purpose".[3][4]

In other words, if most British citizens were asked to complete this test, they would fail - which might question whether they should 'qualify' as being British citizens!

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Wednesday, 4 February 2026

flowers in history, art and culture

If you're looking for a comprehensive look at the subject, there is the excellent piece: Flowers in Art History: A Comprehensive Guide Through Different Eras — Ellermann Florist and Flower Delivery

In Europe the 'craze' for a particular flower started with the Tulip mania which swept Holland in the 1630s: Tulip mania (Dutch: tulpenmanie) was a period during the Dutch Golden Age when contract prices for some bulbs of the recently introduced and fashionable tulip reached extraordinarily high levels... The introduction of the tulip to Europe is often attributed to Ogier de Busbecq, the ambassador of Charles V, Holy Roman Emperor, to Sultan Suleiman the Magnificent, who sent the first tulip bulbs and seeds to Vienna in 1554 from the Ottoman Empire.

[picture from Wikipedia: A tulip, known as "the Viceroy" (viseroij), displayed in the 1637 Dutch catalogue Verzameling van een Meenigte Tulipaanen ("Collection of a Crowd of Tulips"). Its bulb was offered for sale for between 3,000 and 4,200 guilders (florins) depending on weight (gewooge). A skilled artisan at the time earned about 300 guilders a year.[1]

Staying in Holland, the Dutch Golden Age produced some fabulous paintings of flowers - such as this: Dutch flower painting: In detail | Dutch Flowers | National Gallery, London.

And the most famous flower painting of them all was painted by a Dutchman: BBC Four - Painting Flowers, Sunflower, Van Gogh's Sunflowers and Van Gogh’s Sunflowers: The unknown history - BBC Culture

But what about flowers in other cultures?

In communist China, the sunflower was the symbol of the people always turning their heads to the sun that was Mao: Ai Weiwei – Sunflower Seeds | Artist Interview | Tate - YouTube and Sunflower Seeds by Ai Weiwei Explained: Art, Activism, and Symbolism.

In Ukraine, it is the symbol of their country - and is the yellow of their sunflower-and-sky flag: The Meaning Behind Ukraine’s National Symbols - PostcodeUkraine.org

There's also a whole lot of culture behind cut flowers - and it's quite a big thing: What Are Cut Flowers: History, Meaning, and Arranging Guide - Plant Grower World.

If we are looking for the most exquisite tradition in arranging cut flowers, then we must turn to IkebanaIkebana (生け花, 活け花, 'arranging flowers' or 'making flowers alive') is the Japanese art of flower arrangement.[1][2] It is also known as kadō (花道, 'way of flowers'). The origin of ikebana can be traced back to the ancient Japanese custom of erecting evergreen trees and decorating them with flowers as Yorishiro to invite the gods.

You can (in English) Learn the Basics of Ikebana although it does need years of study. Here's something a bit more: IKEBANA, Japanese style flower arrangement (English Version) 〜生け花〜 Japan Vlog - YouTube and Ikebana Explained: 7 Essential Principles of Japanese Flower Arrangement - YouTube

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Tuesday, 13 January 2026

leopold kohr: opposing the cult of 'bigness' - and understanding that 'small is beautiful'

The idea that Small Is Beautiful was first popularised by the German-born British economist E. F. Schumacher over fifty years ago.

But his challenge to 'bigness' came from his mentor Leopold Kohr. And indeed, another of Kohr's pupils gave the lecture The Wisdom of Leopold Kohr at the Schumacher Center for a New Economics - this being the educationalist and philosopher Ivan Illich who has featured several times on this blog:

During his life-time, this teasing leprechaun was recognized by very few as a man ahead of his time. Even today, few have caught up with him; there is still no school of thought that carries on his social morphology... Throughout his life, Kohr labored to lay the foundations for an alternative to economics; he worked to subvert conventional economic wisdom, no matter how advanced.

With more on Leopold Kohr from the Schumacher Center for a New Economics:

Believing in the effectiveness of returning to the local level to solve the problems affecting humankind, he saw small self-governing communities as best able to solve their problems with their own resources.

He was against 'bigness':

Leopold Kohr was highly critical of the claim that the world is split into too many states and opposed pan-nationalist, continental and global unions. He argued that the success of Swiss Confederation did not lie in a union between the French, German and Italian-speaking peoples, as that would lead to the domination of Swiss Germans and to the gradual decline of other groups. The reason that Switzerland remained diverse was that instead of having three nationalities, it was federated into 22 cantons, representing the actual cultural divisions of Switzerland. Kohr argued that number of autonomous cantons "eliminates all possible imperialist ambitions on the part of any one canton, because it would always be outnumbered by even a very small combination of other".[15]

According to Kohr, a European Federation of unequally large states would lead to a domination of a single nation and thus an erosion of dialects and smaller languages "with just the same inevitability as the German federation, in which 24 small states were linked to the one 40-million Power of Prussia ended up in Prussian hegemony". For him, a successful European unification can be based only on the Swiss model, which would entail splitting the existing nation-states into smaller ones on the basis of cultural and historical regions. He defends the concept of Kleinstaaterei by arguing that while in the Middle Ages, wars were common, they were brief and caused little to no devastation. However, after the consolidation of Europe into a few large states, every war that erupted between caused huge destruction and loss life.[15]...

Kohr also discusses the problem of cultural heritage and cultural assimilation. According to him, culture is a product of individuals, and since individual cannot prosper under a large power, neither can culture. He describes democracy as a "system of divisions, factions, and small-group balances", which slowly wither away under internal consolidation of a large state and with it the ability for cultural and intellectual flourishment.[27]

Following the banking crisis of 2009, the author Paul Kingsnorth wrote in the Guardian that this economic collapse is a 'crisis of bigness':

One man who would not have been surprised by this crisis of bigness, had he lived to see it, was Leopold Kohr. Kohr has a good claim to be the most important political thinker that you have never heard of...

Drawing from history, Kohr demonstrated that when people have too much power, under any system or none, they abuse it. The task, therefore, was to limit the amount of power that any individual, organisation or government could get its hands on. The solution to the world's problems was not more unity but more division. The world should be broken up into small states, roughly equivalent in size and power, which would be able to limit the growth and thus domination of any one unit. Small states and small economies were more flexible, more able to weather economic storms, less capable of waging serious wars, and more accountable to their people. Not only that, but they were more creative. On a whistlestop tour of medieval and early modern Europe, The Breakdown of Nations does a brilliant job of persuading the reader that many of the glories of western culture, from cathedrals to great art to scientific innovations, were the product of small states.


To understand the sparky, prophetic power of Kohr's vision, you need to read The Breakdown of Nations. Some if it will create shivers of recognition. Bigness, predicted Kohr, could only lead to more bigness, for "whatever outgrows certain limits begins to suffer from the irrepressible problem of unmanageable proportions". Beyond those limits it was forced to accumulate more power in order to manage the power it already had. Growth would become cancerous and unstoppable, until there was only one possible endpoint: collapse.

Here are some very helpful reviews and summaries of The Breakdown of Nations by Leopold Kohr on Goodreads

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Thursday, 1 January 2026

classical dance from africa

'Western classical' (or 'art') music forms are associated with 'the West', but there are some fabulous examples of these coming out of other parts of the world. It does depend on your taste in music, but, before the political mess really started in Venezuela, there was a wonderful project happening there and the recycled orchestra of Cateura Paraguay is another great piece of inspiration.

On the BBC World Service today and on their excellent set of podcast documentaries, we can hear about the Kibera ballerinas: just listen to the first five minutes to get a sense of what this extraordinary project is all about...

[Or, if you prefer to get your BBC podcasts this way: Kibera Ballerinas - The Documentary Podcast - Apple Podcasts]

This is all about their latest piece: Dancing Through the Dust: Ballerinas turn one of the Kenya's Largest Slum into a Stage for a Christmas Show - with more pictures here: In Pics: Christmas ballet performance in Nairobi's Kibera slum-Xinhua

Here's a video of their work:

Ballet in Kibera, Kenya #UniteFor Community - YouTube

To finish, here's something from professional dancers in Senegal:

DANCING AT DUSK - A moment with Pina Bausch’s The Rite of Spring - YouTube

This Breathtaking Film Captures 38 African Dancers Performing Pina Bausch's Rite of Spring

Brought to the stage in Paris:

Pina Bausch's The Rite of Spring | The evolution of an epic - YouTube

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Friday, 5 December 2025

yinka shonibare, artist

The future is African whether in language [Nigeria is the third largest country when it comes to English speakers] or music or politics. 

But also when it comes to art - with an exhibition happening at London's Tate Modern on Nigerian Modernism

As a review on the BBC says, Nigerian Modernism gets recognition, as "a transfer of the old ideas, old items, old technologies, old thought into a different, modern time". It is "projecting the present, and showing the way towards the future".

Certainly when it comes to art and culture, there are all sorts of adventures in art at the British Museum - from Status Symbols (1200 - 1400 AD), Ife head to The First Global Economy (1450 - 1600 AD), Benin plaque - the Oba with Europeans to The World of Our Making (1914 - 2010 AD), Throne of Weapons.

Another place to go for art in London is the Royal Academy and its summer exhibition - and back in 2014 it was British-Nigerian artist Yinka Shonibare at the Royal Academy.


Ten years later, and Shonibare was a gorgeously recognisable artist, although some critics say he's simply doing the same thing.

Judge for yourself in a new BBC documentary: In My Own Words - Series 2: Yinka Shonibare - BBC iPlayer [and a comment about being an artist at 25:50]

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Wednesday, 19 November 2025

6-7 or parasocial or enshittification - what makes a good word of the year?

How do we add new vocabulary in English dictionaries

The problem is that the UK does not have an official language - nor does it have an official dictionary.

So, it's really a matter of choice as to what is put into dictionaries - or, rather, a matter of choice of those out there who are using the English language.

Looking at the online dictionary.com, it asks and answers the question: How Does A Word Get Into The Dictionary?

This is one of the most common questions we get—and it’s a great one.

The answer involves one of the most misunderstood things about dictionaries, so let’s set the record straight: a word doesn’t become a “real word” when it’s added to the dictionary. It’s actually the other way around: we add words to the dictionary because they’re real—because they’re really used by real people in the real world.

In other words, our lexicographers add a word to the dictionary when they determine that:

  • It’s a word that’s used by a lot of people.
  • It’s used by those people in largely the same way.
  • It’s likely to stick around.
  • And it’s useful for a general audience.
All four of these points are important. Our lexicographers look for use not just by one person, but by a lot of people. Of course, many words have different shades of meaning for different people. But to be added to the dictionary, a word must have a shared meaning (that is, it must communicate a widely agreed-upon meaning from one person to the next). If everyone used a word in a completely different way, we wouldn’t be able to give it a definition, right?

But what about how dictionaries claiming that x is 'word of the year'?

It's probably about marketing: getting the name of the dictionary out there. And it works! 

The Daily Mail says the internet is divided as Dictionary.com unveils its 2025 word of the year - or as The Independent tells us, ‘6-7’ is named 2025 Word of the Year: Here’s what it means...

Alternatively, as reported in the E L Gazette, the Cambridge Dictionary names parasocial as the Word of the Year.

This social media and Gen Z/Alpha derived vocabulary was critiqued in last year's choice, as reported in the Guardian: ‘What many of us feel’: why ‘enshittification’ is Macquarie Dictionary’s word of the year:

“The gradual deterioration of a service or product brought about by a reduction in the quality of service provided, especially of an online platform, and as a consequence of profit-seeking.”

Take your pick!

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Monday, 27 October 2025

the cosmopolitan, the multilingual, the multicultural: we are all citizens of somewhere

CITIZENS OF SOMEWHERE

The former UK prime minister Theresa May made a conference speech back in 2016, where she said:

if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means. [see the Video]

But others would disagree.

In the annual set of Reith Lectures on the BBC, Prof Appia said: 'Mrs May, we are all citizens of the world,':

Real cosmopolitanism is not a privilege; it is an obligation. It does not belong to the rarefied circles of some frequent-flyer upper class.It belongs to anyone who cares about global justice, about the environment, about the alleviation of strife and carnage beyond our immediate national borders.

A disease that starts, unnoticed, in an African forest can devastate a Manchester family; CO2 emissions from India can derange the weather around the Gulf Stream; an ideological pathology that incubates in schools halfway around the world can bring down jets and skyscrapers.

We can be tempted to imagine - like children who think they can hide by closing their eyes - that our human concerns can stop neatly at the border, with a wider world kept forever at bay. But that is the unaffordable luxury.

If cosmopolitanism involves a simple recognition that our lives are interrelated in ways that transcend boundaries and that our human concerns must, too, it has brute reality on its side. A citizen of the world? Better believe it.

But where do the prime minister's ideas come from? Here we look at How Theresa May Understands People as 'Somewheres' and 'Anywheres':

One of these commentators is David Goodhart, whose book, The Road to Somewhere, ... manages to state the intellectual case for Mayism in a very concise way. The book’s central distinction – repeated ad nauseam throughout – is cleaved through the middle of the UK population. It is between “Anywheres”, who make up roughly 25 percent of the population, and “Somewheres”, who make up about 50 percent (the rest are “Inbetweeners”, although we’re never told very much about them).

The Anywheres are the hated metropolitan elitists of the Mayist narrative: high-achievers whose worldview values “autonomy, mobility and novelty”, placing a much lower value on “group identity, tradition and national social contracts”. They are comfortable with immigration, pro-international development and have progressive views about minority rights. Typically, they have what Goodhart calls “portable, achieved” identities – which means they’ve left the area they grew up in to attend a residential university and now live in London, or “even abroad”. The Anywhere worldview encompasses a broad swathe of educated society from “polished business executives to radical academics”.

Somewheres, by contrast, are the real bloody people of the UK. “Socially conservative and communitarian by instinct,” they have “rooted, ascribed” identities based on “group belonging and particular places”. They feel “uncomfortable about many aspects of cultural and economic change – such as mass immigration… the reduced status of non-graduate employment and more fluid gender roles”... 

Goodhart’s central distinction is bogus. Somewheres are supposed to be authentic, rooted in space and place; Anywheres, meanwhile, are inauthentic elites who have abandoned their roots to pursue personal success.

This doesn’t work for at least two reasons. On the one hand, Goodhart struggles throughout with the fact that – far from being placeless – Anywhere identity is in fact associated with one very specific place: London, which has a distinct culture of its own. On the other, it is conveniently forgetful of the very real financial struggles that young Anywheres in particular often face: leaving your hometown and moving to London is hardly any guarantee of great wealth...

Jonathan Freedland also doesn't like the easy divisions in his look at The Road to Somewhere by David Goodhart

First, in his sympathy for Somewheres he caricatures Anywheres. Too easily does his category – which, by his measure, should include between 8 million and 10 million people – collapse into an upmarket version of the hated “metropolitan liberal elite”. He makes the same mistake as Theresa May did when she declared last year: “If you believe you are a citizen of the world, you are a citizen of nowhere.” This is to assume that those who look outward are automatically disconnected from the people around them. But a visit to even the much derided, ultra-remain districts of, say, north London would show areas that are still genuine communities, right down to their neighbourhood street parties for the Queen’s 90th birthday. Anywheres come from somewhere too...

Where Goodhart goes wrong above all is on Britain’s ethnic and religious minorities. Even though he concedes that these groups can exhibit Somewhere-ish attitudes – prioritising stable families, for example – he frames them throughout as the cloud on the Somewheres’ horizon, the blot that has darkened the Somewheres’ previously sunny landscape. It is their arrival that has changed Britain beyond recognition, their presence that has to be dealt with.

Perhaps my own experience as a member of Britain’s Jewish community has skewed my perspective, but I’d suggest that the very qualities Goodhart most admires among the Somewheres – including neighbourliness, trust and a sense of shared destiny – are to be found in Britain’s minorities. They have not caused the social fragmentation he laments: globalisation, automation and a thousand other shifts bear more blame than they do. If anything, and especially in the cities, they point to a remedy for those Anywheres Goodhart believes have become unmoored. Minorities might be more of a model than a threat, more to be emulated than to be feared.

Even if that is asking too much, surely the task now is not to look back to the time when homogeneity made a cohesive society easy, but to ask how today’s heterogeneous society might be made more cohesive, despite the difficulties. Goodhart is right that people are more inclined to share with those they regard as their fellows: so the challenge is to make all citizens, including the newer ones, appear to each other as fellows.

COSMOPOLITAN, MULTILINGUAL, MULTICULTURAL PLACES

Firstly, a good question on Reddit: What are/were a few traditionally multilingual towns/cities around the world? : r/linguistics

HOIMA:

As for the most multilingual/cultural continent, it is Africa that is so linguistically diverse:

A study conducted by Shigeki Kaji of Kyoto University in 2013, centred on inhabitants of the Ugandan town of Hoima, found that the average inhabitant knows 4.34 languages. Interestingly, Uganda has no lingua franca, i.e. no common language used by speakers with different native languages. The average Ugandan therefore has to employ multiple languages during the course of daily life, depending on where he is and to whom he is speaking.

Such multilingualism is impressive, particularly when one considers that we are not talking about language scholars, but about average citizens just going about their business and flicking effortlessly between four or more languages.

WREXHAM:

We can consider Wales as Britain’s hidden corner of bilingualism:

Tucked away in the corner of the UK, one of the world’s most monolingual countries, you’ll find a beacon of bilingualism for the rest of the world: Wales. Out of the four home nations that make up the United Kingdom, Wales has led the way in its efforts to revive and promote the Welsh language, and has set a precedent for other countries all over the world. What makes this more impressive, is that it has managed to do so while living side-by-side with global giant English.

And Wrexham has been chosen as a bilingual town to promote the Welsh language...

SARAJEVO:

Today, there is life beyond war in Bosnia’s capital Sarajevo 30 years on. And despite all the attempts at ethnic cleansing, multicultural Sarajevo is the most diverse city in Europe.

CHERNIVTSI:

In his book Borderlines: A History of Europe in 29 Borders by Lewis Baston, the author walks us across these European borders and shares their stories. The book is named 'one of the most engaging and fascinating histories of Europe I've read for years' in a review by Dominick Sandbrook, the history podcaster.

Lewis Baston finishes his book by looking at Chernivtsi - "Secret Capital of Europe."

Deutsche Welle takes us to the undiscovered charm of Chernivtsi in a nice little video and there are many webpages looking at this town in the borderlands of Ukraine/Romania/Hungary/Slovakia/Poland, this place on the Brink: The forsaken Paradise , or this Little Vienna of the East.

Here's a very touching piece on coming across the book by someone whose grandparents lived there: Crying in bookstores, thinking of borders. And they finish:

Today, I teared up in a bookstore. Today, I bought a book because the first two paragraphs of its final chapter made me feel like crying. I picked it up and leafed through it to kill time, and because the title, Borderlines, caught my eye. I picked it up with some cynicism, wondering what this book might have to teach me about borders. I went to the last chapter, ‘The secret capital of Europe (Ukraine/ Romania)’ because I was curious what this book had to say about a border that tore hearts in half in my family. I read the first paragraph and I felt like crying.

Cernăuți (Chernivtsi) was my paternal grandparents’ birthplace, a home they fled under duress as young people, and where they never returned. A childhood home my grandmother spoke of often, when I went to visit her in the summers. These few lines, read by chance today, seemed to echo her words. Her voice, and not the writer’s, filled the page under my eyes.

Thus it was that, picking up a book at random in a listless moment, I found myself fighting back tears in a little bookshop in a quiet seaside town more than 1,400 miles away from where my grandparents started their lives’ journeys.

I am tired of tyranny, greed, and borders seared with violence, borders that shift with the desires and interests of small-minded men.

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Sunday, 12 October 2025

should immigrants be encouraged to use their mother tongue?

It has become a very politically-loaded question to ask if immigrant children should be allowed to use their mother tongue in class.

Even more so would be the question of whether immigrant children and their families should be actively encouraged to use their mother tongue.

Firstly, there is the question of whether immigrants should be taught in their mother tongue at schools

"I think there are different reasons that may explain this paradigm. The first is the notion one nation, one language, which is an old idea" affirms Dr. Ellen-Rose Kambel, Executive Director of Rutu Foundation. "Moreover, there is a general lack of awareness and information about the damage that could be done to children when their mother tongue is not valued, and also a lack of information on what teachers can do to develop a multilingual approach".

Allowing children to communicate in their home languages in school strengthens their cognitive and social skills. Not only does this improve pupils' skills in the school language, but research shows that they are likely to have better critical thinking and problem solving skills, and have greater cultural awareness. The translanguaging method can be applied to both newly arrived and second generation children...

Indeed research shows that training in mother tongue strengthens the linguistic and academic development of the bilingual child as well as the development of a secure identity. The role of families and education of parents is also vital: parents who speak the instruction language fluently are able to help their children far more effectively than parents with a limited knowledge of the language.

Last but not least, the policy of ignoring mother tongue teaching for migrant children is not only in contradiction with research evidence but also with UNESCO's globally agreed Sustainable Development Goals (SDG). The respect of children's cultural identity is set within the international policy framework and according to UNESCO, "equitable quality education and lifelong learning for all is only possible when education responds to and reflects the multilingual nature of the society. Children, adolescents and adults require learning opportunities that are relevant to their lives and needs, in and through their own languages. Since SDG 4 is so foundational to the other Sustainable Development Goals, without mother tongue-based multilingual education the other 16 goals will remain unachievable" (UNESCO 2017).

Secondly, there is the notion that we should preserve immigrants' native language and cultural identity in multilingual and multicultural societies - which is what many countries are or have become:

Preserving cultural heritage alive is a daily celebration in our house, but it doesn’t feel like a chore or something that we have to actively work at doing. It is truthfully second nature in our household because we live and breathe it every day through food, music, storytelling, and the way we talk (I speak home language with my family and as much as I can to our kids, plus my husband uses Trinidadian dialect and slang with his family that the kids also hear). Our children are lucky to have older relatives in their lives still from both my husband and my side of the family to talk to and spend time with periodically. Preserving our cultural and family heritage is important to us and so far, it seems to be important to our children as well because they are often asking us questions about the past and our family relatives. And that’s a beautiful thing.

Thirdly, we can look at whether first-language training matters for immigrant children’s school achievements:

Immigrant children fall behind their native peers in terms of educational attainment in many Western European countries. Policies with the aim of closing this immigrant-native educational gap are often implemented, however, more rarely evaluated (Paola & Brunello 2016). One such measure is first-language training for immigrant children that has been a source of much debate among policymakers in the Nordic countries. Advocates of this education argue that mother-tongue proficiency contributes to immigrant children’s academic achievements in general and that it helps with learning the host-country language in particular. Opponents have instead emphasised the importance of focusing on the host-country language in schools and that teaching should be conducted in this language only...

Increasing educational attainment of first- and second-generation immigrants is important because they are falling behind in the Danish labour market. This is particularly true for individuals originating from countries other than countries of the EES and the EU. The political aim of the policy reform introduced in 2002 was to increase the assimilation of these groups and by removing mother-tongue training, it was believed that immigrant children would increase their proficiency in Danish, which would, in turn, increase labour market integration. This study shows that such positive effects of the reform are not found. Rather the opposite has occurred; the removal of mother-tongue training leads to lower grades in Danish for boys and in mathematics for boys in general, and boys and girls belonging to the second generation. Although effects are modest, this study provides evidence that mother-tongue education matters for the educational achievement of children with a background in countries other than the EU and the EES. If the motivation of Danish educational policies directed towards first- and second-generation immigrants is to enhance immigrant integration, the removal of mother-tongue education should be reconsidered.

Fourthly, there is the question of how effective bilingual development in children of immigrant families is:

Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the trajectories of observed dual language growth among children in immigrant families in terms of the amount and quality of their language exposure as well as their own language use...

Evidence of the factors that impede optimal bilingual development in children from immigrant families can inform efforts to support successful bilingual outcomes in these children. Such support is important: Children from immigrant families need strong skills in the majority language to succeed in school (48, 49), and they need skills in the heritage language to communicate well with their parents and grandparents (50). Furthermore, bilingualism is an asset for interpersonal, occupational, and cognitive reasons (25). Children who hear two languages from birth can become bilingual, even if that outcome is not guaranteed. The findings I have discussed suggest that bilingual development is supported when children are exposed to both languages in ways that do not diminish the amount of exposure to each more than is necessary. In addition, to support bilingual development fully, children’s exposure to each language should come from highly proficient speakers, children’s heritage languages should be valued by society, and children should be given opportunities that encourage them to use both languages.

Finally, there is the question of how literacy is essential to refugees and migrants to rebuilding their lives in the language of their new country - and whether we should use mother tongue reading materials as a bridge to literacy. So, should we be developing a mother tongue program with standards and community resources?

Every bilingual student has a story to tell about language, culture, and identity. As a child growing up in New Jersey, my non-English speaking stay-at-home mom was communicating in her mother tongue--Italian--the only language she knew at the time. My father, on the other hand, was speaking to his five children in broken English while he was learning English through immersion on the job.

Though both of my parents were college educated, my dad having a PhD in Chemistry and my mom with an undergraduate degree, they still did not have a strong idea of how to raise literate children in a foreign country. In our home, my father did not want us using Italian--nor eating too much garlic--because in 1960's America, an Italian immigrant wanted to integrate as quickly as possible. Identifying with the American culture and language, my father thought, was the quickest way we as family would develop the one language that counted: English. The worst misconception about language that my father had was that speaking only in English to his children would improve our academic language at school as young children. This is unfortunately a common fallacy among immigrants that minority languages do not count and “privileged languages”--national languages-- must be learned at all costs, even at the cost of losing a home language.

Thanks to my mother, I grew up speaking, reading, and writing in Italian at home along with my siblings. I would speak with my mom daily in Italian, as well as enjoy tutorials from her in reading and writing over time. It was there that developing a richer academic language in English began as I transferred skills from my home language to the school language through my mother's attempts at maintaining our heritage language at home.

Ultimately, though we surely need to challenge the idea that a migrant's mother tongue is a language with no value:

Europe places a high value on multilingualism and language diversity, but the emphasis remains more on European languages than on the languages spoken by many newly-arrived migrants. The use of other languages is often seen as a barrier to integration. Clear evidence however shows that supporting and preserving migrants’ mother tongues has benefits for the whole of society...

Whereas multilingualism, and in particular the teaching of mother tongue languages is promoted at an official European level, the reality in many European schools is different. The majority of publically-funded schools in Europe take a monolingual approach in the classroom, a report released in January by the European Commission's education information network showed. Only a few countries (in 2017, six countries) offer tuition in the languages of newly-arrived migrants or a form of bilingual teaching in class.

One country that has tried to offer support for mother tongue languages in schools is Sweden, where the right to Mother Tongue Tuition is governed by legislation. The aim is that children are given support to develop both the Swedish language and their own mother tongue from pre-school onwards...

Many studies have shown that bilingualism or multilingualism in general, regardless of what the languages are, enhances cognitive ability, improving concentration and focus, memory, attention and control.

Research has also shown that supporting children in their mother tongue improves their results in other subjects. And even though some still insist on an "either-or" approach, evidence shows that tuition in the mother tongue makes it easier, not harder, to learn the host-country language...

Deema speaks Arabic at home, and once a week she goes to Arabic class. In North Rhine-Westphalia, children at primary and lower secondary levels who like her are growing up bilingual are offered extra classes in at least 15 home languages. The majority are European languages, plus Arabic, Farsi, Kurdish and Turkish.

But a large number of schools in Germany and Europe don't provide this level of support for mother tongue languages. "I think it's a sort of waste," von Dewitz says. "It would be much more helpful to see every student with all his or her languages, meaning that even if you may not have a very high proficiency in German yet, it doesn't mean that you don't speak a language. Of course you do."

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Friday, 10 October 2025

should immigrant children be allowed to use their mother tongue in class?

There has been quite a debate in Germany - with this story from two years ago: Immigrant children must only speak German at schools, conservative lawmaker says

Mario Czaja, secretary general of the Christian Democratic Union, claimed that many immigrants are poorly integrated into society due to insufficient German language skills, and called for new measures at schools. “Care should be taken to ensure that German is the main language spoken in schools. It is not acceptable for languages other than German to be spoken in the schoolyard,” Czaja told the Die Welt newspaper. The senior politician of the Germany’s main opposition party argued that more language experts, social workers and pedagogues should be hired for schools in places where many migrants live.

And indeed at the same time, there was a general push for better language skills: German chancellor calls for regular German language tests in schools

Others would disagree:

Immigrant organizations criticized Czaja’s controversial remarks, which echoed previous suggestions by right-wing politicians, who called for banning speaking of foreign languages in the schoolyard. Berin Arukaslan, co-chair of Turkish parents association in Berlin-Brandenburg, has underlined that speaking mother tongue is a fundamental human right, guaranteed by the constitution.

To what extent should we go the other way and allow immigrants and their children learn their own mother tongue? 'I can't say my own name': The pain of language loss in families - BBC Future

"I discovered how often it happens that bilingually raised children don't speak two languages," explains De Houwer, who is also the president of the International Association of the Study of Child Language. The survey and later studies by De Houwer and others across different countries and languages found that between 12% and 44% of children who grow up hearing two or more languages, actually end up speaking only one language. "Most babies start by learning words in both languages. But when they go to preschool they only continue with one. And why is that? Because suddenly there is only a focus on this one part of them and children soon sense that their other language is worthless. Worthless!"

In my case, there were actually two losses. I didn't learn my mother's native language, Polish, either. When I was growing up, my parents were warned against teaching me Bengali or Polish. They were told that if children learn more than one language simultaneously, they won't learn any of them properly. As if their languages might contaminate the "real" language – in this case, German.

"That's not a thing of the past, unfortunately," says De Houwer, referring to the long-disproven idea that bilingualism might hold children back, or confuse them. In fact, research has shown that bilingual children's speech is not delayed, and their tendency to sometimes mix their languages (known as code-switching, or translanguaging) does not mean they are confusing the two. Rather, it is a sign that they are using their dual vocabulary resourcefully, picking the most appropriate words for any given context...

In 2020, a nine-year-old girl was reprimanded by her teacher for speaking Turkish to her friend in the playground of their school in Germany. As punishment, she was ordered to write an essay titled: "Why we speak German in school." The resulting essay included lines such as: "We are not allowed to speak our mother tongue. So that we improve our German". Her family made a formal complaint with the support of a lawyer, who questioned whether a child speaking English during breaktime would have been punished in the same way. There is a saying among Germans of Turkish ancestry: Turkish isn't a language you learn, Turkish is a language you forget as quickly as possible.

When my hometown in Germany, Düsseldorf, put up a street sign in Arabic as part of a celebration of multilingualism, it was smeared with racist graffiti, and attracted online comments demanding that "they" should learn German. While a street sign in Japanese that was put up at the same time was fine.

What explains this dramatic difference in how languages are valued?

Research suggests that it's often not about the languages at all – but about social attitudes, especially to immigration.

"[In Germany] immigration is still viewed as the exception to the rule, as not normal. Children who speak another language at home are seen as children who don't speak German at home," Mark Terkessidis, a well-known author in the field of migration and racism studies and member of the Academie der Künste der Welt, the academy of the arts of the world. "So when these kids come to school there's a focus on the deficit and not on the resource."

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Tuesday, 19 August 2025

ambiguity and humour

Humour is everywhere, just as ambiguity is everywhere.

There are lots of academic studies on ambiguity in humour, for example: The ambiguity of humorAmbiguity, jokes, and trick questions - Society for Linguistic Anthropology and The usage of ambiguity-based humour in EFL classrooms.

Here's a professional linguist by day, and stand-up comedian by night: Where Humor Hides in Language | Emily Sabo | TEDxUMDearborn - YouTube

Here's a good overview of ambiguity - whether funny or not: Ambiguity in Language: Funny but Deadly - YouTube

Can you make up your own examples of these types of ambiguity: Humorous Examples of Ambiguity - Four Linguistic BRAIN Hacks! - YouTube

Let's have a look at some examples from comedians...

Ethnically Ambiguous - YouTube [is it OK to make jokes about yourself?]

Aamer Rahman (Fear of a Brown Planet) - Reverse Racism - YouTube [this is not ambiguous!]

“Evil Genius: Needlessly Ambiguous Terms” — That Mitchell and Webb Look - YouTube [is indirect language always ambiguous? are euphemisms always ambiguous?]

The Prawns Are Off | Fawlty Towers | BBC Comedy Greats - YouTube [this is polite language, but not ambiguous!]

The Two Ronnies Four Candles HD - YouTube [can you think of any more homonyms and homophones?]

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Monday, 18 August 2025

ambiguity is everywhere

AMBIGUITY: THE FIRST STEPS

A lot of things in life have more than one meaning, one different interpretation.

> Look up 'ambiguous' in your favourite online dictionary:

ambiguous: having or expressing more than one possible meaning, sometimes intentionally:

His reply to my question was somewhat ambiguous.
The wording of the agreement is ambiguous.
The government has been ambiguous on this issue.

AMBIGUOUS | English meaning - Cambridge Dictionary

> But why would you want to be ambiguous?

ambiguous: Very vague. A person who avoids answering any questions ever, even avoids the most direct questions.

Urban Dictionary: ambiguous

It's everywhere today.

> See what the headlines are in the news:

Trump’s ambiguous stance on China raises the risk of accidental conflict in the Indo-Pacific | Chatham House – International Affairs Think Tank

Leading In Volatile, Uncertain, Complex And Ambiguous (VUCA) Times

White House published a black-and-white photo of Trump and Putin with an ambiguous caption | УНН

> When might we want to avoid being ambiguous?

Why do we need certainty? The short answer is: We’re hardwired to want it.

Yes, but No. What’s wrong with ambiguity? The… | by Liz Rios Hall | Medium

> And when might we want to be ambiguous?

Ambiguity is often perceived as a source of confusion and discomfort, but it holds a surprising power to influence our thinking, creativity, and resilience. In a world that increasingly values clarity and certainty, understanding and embracing ambiguity can offer profound psychological benefits.

The Power of Ambiguity | Psychology Today United Kingdom

Dealing with and embracing ambiguity is one of the most important skills for success in life. And yet it is likely a skill you never learned in school.

Ambiguity Is the Most Important Idea You Never Learned | by Roo Benjamin | Counter Arts | Medium

> How do we handle ambiguity?

Why do interviewers ask Ambiguity questions?

The main purpose of ambiguity interview questions is to evaluate a candidate's ability to thrive in uncertain and unpredictable environments. Interviewers ask these questions to gauge how well an individual can make decisions, prioritize tasks, and adapt to changes without having all the necessary information.

How to Answer the 25 Most Common Ambiguity Interview Questions

> Finally, to what extent is ambiguity part of being human?

In this new RSA Animate, renowned experimental psychologist Steven Pinker shows us how the mind turns the finite building blocks of language into infinite meanings.


RSA ANIMATE: Language as a Window into Human Nature - YouTube

AMBIGUITY IS EVERYWHERE IN ENGLISH:

> Have a look at this list:

Ambiguities > Ambiguous headlines

> Have a look at some English sentences:

I'm glad I'm a man, and so is Lola. — "Lola" by the Kinks (written by Ray Davies
John saw the man on the mountain with a telescope. 
British Left Waffles on Falkland Islands.[7]

Syntactic ambiguity - Wikipedia

> And have a look at the most famous newspaper headline:

Jay Doubleyou: ambiguous newspaper headlines

> How good is your English?

Time flies like an arrow; fruit flies like a banana - Wikipedia

> Where do such sentences lead us?

Garden-path sentence - Wikipedia

> How important is punctuation?

Eats, Shoots & Leaves - Wikipedia

Relative clauses: non-defining relative clauses | LearnEnglish

> And how does ambiguity work in your own language?

When is a car on the road in front of your house not a car any more?
When it turns into your driveway.

How prevalent is ambiguity in English and in other languages? | ResearchGate

Are some languages more ambiguous than others? - Quora

For a cross-linguistic example, Swahili has no separate words for "he", "she", "him", or "her": yeye is used regardless of case and gender. Ancient Greek has thirty (it just uses the demonstratives), allowing it to distinguish "the first man I mentioned" from "the second man I mentioned" from "a man newly introduced to the dialogue", along with five different grammatical cases (subject, direct object, indirect object, possessor, addressee).

So it seems that Swahili is significantly more ambiguous, right? It would need more words than Ancient Greek to convey the same amount of information: one Swahili word could correspond to any of thirty different Ancient Greek words, and only context can make it clear which is intended.

ambiguity - Are some human languages significantly less ambiguous than others? - Linguistics Stack Exchange

AMBIGUITY IN CULTURE:

> Do you like ambiguous film endings?

Top 10 Movies with Ambiguous Endings - YouTube

Top 10 Movies That You Have To Watch Twice - YouTube

> Do you like stories and novels with ambiguous endings?

Ambiguous Ending Books

6 Books with the most ‘wtf’ ENDINGS - YouTube

> Do you know this book and film, now 50 years on?

Picnic at Hanging Rock is just as unsettling and relevant 50 years on - ABC News

Picnic at Hanging Rock premiered 50 years ago on August 8th, 1975 at the Hindley Cinema Complex in Adelaide : r/australia

Picnic at Hanging Rock review – Australian fever dream still dazzling 50 years on | Film | The Guardian

> Finally, is ambiguity in culture a good thing?

Ambiguity of Culture - YouTube

> And in politics?!

Five studies indicate that conservatives are less tolerant of ambiguity than liberals

The Politics of Choice: Political Ideology and Intolerance of Ambiguity - Farmer - 2021 - Journal of Consumer Psychology - Wiley Online Library

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Wednesday, 30 July 2025

managed dystopia

The writer of 'Trainspotting' has just given The Interview - Celebrities: 9. Irvine Welsh: The Next Chapter - BBC iPlayer [See from 2:30 minutes, 7.30, 13:30 and 19:00 - and at 14:25 he talks about 'managing dystopia']

This is managed dystopia.

Or, from George Carlin - The American Dream.

Taking us from America to Russia to Ukraine, here's a piece by Paul Mason in the latest The New World

It started on the eve of independence day. In an hour-long phone call with Donald Trump, Vladimir Putin told the US president that Russia had played a major role in America’s war of independence, offered to send him a movie about traditional values, chatted about mutually beneficial business ventures… and then flatly insisted that “Russia would strive to achieve its goals” in Ukraine. That night Russian forces staged the biggest strike of the war so far, launching 539 long-range drones and seven ballistic missiles at Kyiv.

This is what's happening in Russia now, in its war on culture:

As predicted in science fiction:

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Sunday, 27 July 2025

translanguaging

The idea and practice of translanguaging is basically the practice of using two languages in the same lesson, which differs from many previous methods of bilingual education that tried to separate languages by class, time, or day

So, What Is Translanguaging and How Is It Used in the Classroom?

In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.

A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said Marrero-Colon.

It’s all about encouraging students to access their full linguistic repertoires, said Emily Phillips Galloway, an assistant professor at the Peabody College of Education at Vanderbilt University.

From the perspective of the ESL/ESOL/EAL world, here's an answer to the question What is translanguaging?

Picture the scene: two students are sitting together, working intently on a handout. They have different first languages but some shared knowledge of the words and phrases of each other’s languages, so they are moving in and out of English to get their message across. Another two students are sitting together nearby. Both of them are Spanish speakers, but are very strong in English and often use it as their main language. At other times, as now, they blend Spanish and English together.

Are either of these examples of translanguaging? In both cases, yes. The young people are using resources from different languages together, with very little regard for what we might call the ‘boundaries’ of named languages such as ‘Spanish’ or ‘English’. They are using elements of each language together to communicate more effectively. This is translanguaging: it’s about using the all your language resources to communicate.

Finally, here's an academic piece looking at Translanguaging and emotionality of English as a second language (ESL) teachers:

Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teachers... The study revealed complex and conflicting teacher emotions around translanguaging including pride, comfort (related to feelings of safety), shame (related to linguistic inferiority complexes), guilt, and frustration.

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Wednesday, 25 June 2025

what is neurodiversity?

There are plenty of 'tests for dyslexia' online - some rather simplistic:

Do I Have Dyslexia? - International Dyslexia Association

Others a little more nuanced:

Dyslexic Test | Free Online Am I Dyslexic Quiz

The first link above comes from a charity/non-profit: International Dyslexia Association - …until everyone can read!

The second comes from a company providing "neurodiversity consulting, recruitment and employment support to employers and individuals with dyslexia, dyspraxia, ADHD and autism": Exceptional Individuals | Neurodiverse Recruitment & Employee Support

In the UK the 'debate about diagnosing dyslexia' and other conditions such as ADHD and autism has become highly politicised: Farage sparks furious backlash after claiming children with special educational needs are ‘over diagnosed’ | The Independent and Setting the Record Straight: Why Nigel Farage’s Claims on Children’s Mental Health and SEND Are Deeply Misleading - Codebreakers

Perhaps we need to step back and consider what is 'neurodiversity':

Why there is no such thing as a ‘normal’ brainHaving been diagnosed with ADHD at 38, Howard Timberlake went on a personal quest to discover whether any of us has a “typical” mind.

According to one survey from 2016, around 62 million people across the globe were thought to have an autism spectrum disorder (including Asperger's syndrome), and 63 million had ADHD (though there can be crossover as some with autism can have ADHD and vice versa). That’s not to mention many other conditions – such as dyslexia, Tourette’s and Williams Syndrome (which involves a hypersocial personality) – that are also be due to differences in the brain’s anatomy.

People involved in the diagnosis and discussion of these conditions often use the term “neurodiverse” to describe the differences, and “neurotypical” to describe everyone else. But these terms have a long history and their meaning is constantly evolving.

The word neurodiverse was first coined in 1998 by an Australian sociologist, Judy Singer, who used it in her honours thesis. Shortly afterwards, it was picked up by a US journalist writing in a 1998 edition of The Atlantic, and the term began to evolve from there. As Singer explains to me, her original aim was to draw attention to a wide variety of conditions. “It was a time of incredible sharing and exploration,” she says. “I was just so overwhelmed with all these senses that people had that we didn't even know about – people who couldn’t recognise faces, people with extraordinary synaesthesia. There are so many things in the mind that we never imagined.

“I just thought, this is incredible diversity. With our stupid educational systems, we're trying to lock people into this narrow channel, instead of exploring what this diversity can bring us. We needed a movement, like the feminist movement, and that's where it came from.”

The term has since been employed for many purposes – as a word for empowerment, a means for celebrating qualities some neurological conditions can bring, and as a term of identity. But Singer had never intended for it to be used to describe a particular condition. Instead, she meant to for it to be used in a more general sense, to describe the variety of all brains.

“You cannot have neurodiverse as an adjective to describe anything else except the whole world,” she says. She draws a parallel with “biodiversity”, which is not used for a particular type of plant or animal but the overall variety of every living creature. “It’s the property of the whole biosphere.”

...

Diagnoses are essential to ensure that people get the support they need - but there is a risk of "over-medicalising" traits and behaviours (Credit: Emmanuel Lafont)

Why there is no such thing as a ‘normal’ brain - BBC Future

Here's a discussion and a video:

Why You’re Probably Not Neurodivergent | Revisiting Neurodiversity — Stephanie Bethany | Autistic Adult

And we do have to be careful about the language we use:

Aren't We All on the Neurodiversity Spectrum? - NeuroBridge

Finally, are 'creative' people 'neurodiverse'?

Research Shows Neurodivergent Individuals Excel Creatively | Psychology Today United Kingdom

Creativity, Creative Arts, and Neurodivergence Conference | Faculty of Arts and Social Sciences

Although, again, we have to be careful with words!

Elon Musk: how being autistic may make him think differently

Is Elon Musk Autistic? Exploring His Traits | Connect n Care

Bill Gates: Trump, Musk and how my neurodiversity made me

From ‘Aspie supremacy’ to vaccines: The toxic autism politics of Trump’s second administration | The Independent.

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Tuesday, 24 June 2025

native speakerism and bad hiring practices

We mustn't forget that English is a European language (where it is used as a second language everywhere; and have you heard the average Norwegian youngster speak the language?)

And we mustn't forget that English is an African language (where it is not only a second language, but also the first and official language across half the continent!)

It might be a question of how people sound - as there are lots of different African english accents. But we have to ask if the English speak English the best!

Certainly a lot of teachers around the world feel insecure about their accent - but there are so many ways today to empower educators to feel confident and prepared to teach pronunciation.

This then throws up the question: What is a native speaker teacher of english?

Which leads us to the notion of native speakerism (see Native speakerism: hiding behind privilege - E L Gazette) - or the "native speaker fallacy", which suggests that the ideal teacher of English is a native speaking teacher (see: NNEST - Wikipedia)

The latest E L Gazette looks at the latest story:

Language professionals challenge “native” requirement in hiring

After months of collaboration, educators Vincent Richard, Ana Jovic, Meri Maroutian and Dr Natalia Wright have published an open letter to the Council of Europe addressing what they describe as “the misuse” of the Common European Framework of Reference for Languages (CEFR) in the hiring practices of many educational institutions and employers globally.

An excerpt reads: “The CEFR was designed as a structured scale to assess communicative competence, not identity. Proficiency is achieved through study, exposure, and practice—not through birthplace or upbringing. Conflating “native” with advanced CEFR levels misrepresents how language skills develop and devalues the effort required to reach high levels of proficiency. It creates confusion for both job applicants and students.”

Speaking exclusively to EL Gazette, Vincent Richard said: “This letter has already drawn a lot of attention, especially on LinkedIn. Some prominent academics, teachers and teacher trainers, for example, have already signed it. This is very satisfactory. But for it to really have an impact and encourage the Council of Europe to respond, the campaign must continue. We want as many people as possible to sign it, of course, and we will be especially pleased and grateful if the big actors which we have invited to sign the letter, take the plunge as well. One of the reasons why native speakerism and bad hiring practices carry on is the law of silence. This must cease. There are people and institutions which could take a clear stance at last and make a real change. So here lies an opportunity!”