For decades, there has been a widespread assumption in the field of English language education that native speakers are better teachers. They are said ‘to speak “unaccented” English, understand and use idiomatic expressions fluently, and completely navigate the culture of at least one English-dominant society. As a result, nonnative English-speaking educators have found themselves often implicitly, and sometimes explicitly discriminated against’ native speakers of English.
Around the world 80 per cent of English language teachers are non-native speakers of English. But native speakers of English are usually given more value: they find it easier to get a job as an English teacher and get in general better payed. They are seen as belonging to a higher professional status than non-native speakers. It is said that as native speakers grew up speaking English they are more acquainted with the language and with that provide a better language education to their students.
Table of Contents
1. Is it better to learn English from a native speaker teacher or from a non-native speaker teacher?
Objectives and Topics
The main objective of this essay is to critically evaluate the long-standing assumption that native speakers are superior English language teachers compared to non-native speakers, exploring the distinct pedagogical advantages and disadvantages of both groups. The research addresses whether this preference is a justified professional standard or a biased idealization, ultimately questioning which type of educator is more suitable for various learner levels and linguistic goals.
- Comparison of linguistic proficiency versus pedagogical skills
- Analysis of sociocultural competence in language teaching
- The role of language awareness and second language learning strategies
- Perceptions of teacher credibility and native-speakerism ideologies
- Strategies for balancing teacher expertise across different proficiency levels
Excerpt from the book
Is it better to learn English from a native speaker teacher or from a non-native speaker teacher?
For decades, there has been a widespread assumption in the field of English language education that native speakers are better teachers (TESOL 2006). They are said ‘to speak “unaccented” English, understand and use idiomatic expressions fluently, and completely navigate the culture of at least one English-dominant society […]. As a result, nonnative English speaking educators have found themselves often implicitly, and sometimes explicitly discriminated against’ (TESOL 2006: 1) native speakers of English. Around the world 80 per cent of English language teachers are non-native speakers of English (Canagarajah 2005). But native speakers of English are usually given more value: they find it easier to get a job as an English teacher and get in general better payed (Cook, 2008). They are seen as belonging to a higher professional status than non-native speakers. It is said that as native speakers grew up speaking English they are more acquainted with the language and with that provide a better language education to their students (Reis 2011). Doerr (2009) describes three questionable ideologies characterising the concept of a native speaker: (1) there is a close link between being a citizen of a country and being a native speaker of the language spoken in that country, (2) language is a homogeneous system with a homogeneous speech community and (3) native speakers of a country automatically own a high competence in their first language. But ‘[b]eing a native speaker does not automatically make you a good teacher’ (Cook 2008: 1870).
Summary of Chapters
Is it better to learn English from a native speaker teacher or from a non-native speaker teacher?: This chapter explores the ongoing debate regarding the effectiveness of native versus non-native English teachers, highlighting the common biases against non-native educators while contrasting their respective pedagogical strengths in language proficiency, cultural knowledge, and student empathy.
Keywords
Native speaker, Non-native speaker, English language teaching, Language proficiency, Pedagogical skills, Sociocultural competence, Native-speakerism, Language awareness, Teacher credibility, Language learning strategies, Second language acquisition, Standard English, Educational bias, Classroom performance
Frequently Asked Questions
What is the fundamental topic of this work?
The work examines the debate over whether native-speaker teachers are inherently better than non-native speaker teachers, challenging common industry assumptions and prejudices.
What are the central themes discussed in the text?
The central themes include the professional status of teachers, the distinction between linguistic fluency and pedagogical competence, the importance of shared linguistic and cultural heritage, and the ideology of native-speakerism.
What is the primary research goal?
The primary goal is to determine if the bias towards native-speaker teachers is a logical pedagogical choice or a flawed idealization, and to evaluate how both types of teachers can best contribute to student success.
Which scientific method is applied?
The work employs a literature-based argumentative approach, synthesizing research findings from scholars such as Medgyes, Cook, and Doerr to compare teaching behaviors and learner outcomes.
What is covered in the main body of the work?
The main body compares native and non-native teachers regarding their language awareness, ability to teach culture, confidence in the classroom, and their roles as models for successful second language acquisition.
Which keywords characterize the work?
Key terms include native speaker, non-native speaker, pedagogical skills, language awareness, sociocultural competence, and native-speakerism.
Does the author conclude that one teacher type is objectively better?
No, the author concludes that both groups offer unique, valuable qualities, suggesting that a balanced approach utilizing both types of teachers at different stages of language learning is most effective.
How does the author interpret the role of "native-speakerism"?
The author views native-speakerism as a problematic ideology that often wrongly prioritizes the teacher's country of origin over their actual teaching qualifications and pedagogical ability.
Why are non-native teachers considered better for beginners?
They are often more effective for beginners because they share a first language with their students, allowing them to explain complex concepts, translate effectively, and empathize with the specific challenges of learning English as a foreign language.
What role does the "model of the successful learner" play in the argument?
The author argues that non-native teachers serve as more realistic models for students because they have successfully acquired English as a second language, unlike native speakers who acquired it as a first language.
- Arbeit zitieren
- Clara Winterfeld (Autor:in), 2017, Is it better to learn English from a native or a non-native speaker teacher?, München, GRIN Verlag, https://www.grin.com/document/419618
