The ESL Teacher as a Non-Native Speaker of English
Thus
far, research has not resolved the native/ non-native dichotomy in relation to
ESL/ EFL teaching. However, there is substantial amount of literature written
on the strengths of teachers who are non-native speakers of the target language. Commenting on native/ non-native dimension in
a monolingual ELT setting, Medgyes
(1992) point out six assets of being non-native. They are as follows:
a)
Only non-NESTs (non-native-speaking
EFL teachers) can serve as imitable
models of the successful learner of English.
b)
Non-NESTs can teach learning
strategies more effectively.
c)
Non-NESTs can provide learners with more
information about the English language.
d)
Non-NESTs are more able to anticipate
language difficulties.
e)
Non-NESTs can be more empathetic to the
needs and problems of their learners.
f) Only
non-NESTs can benefit from sharing the learner’s mother tongue. (pp. 346-347)
According
to Phillipson (1992),
it is arguable,…that non-native teachers
may, in fact, be better qualified than native
speakers, if they have gone
through the complex process of acquiring English as a second or foreign
language, have insight into the linguistic and cultural needs of their
learners, a detailed awareness of how mother tongue and target language differ
and what is difficult for learners, and first-hand experience of using a second
or foreign language. (p. 15)
Speaking
on the pedagogical and linguistic abilities non-native English speakers bring
in to the English teaching profession, Canagarajah (1999) states, “language
teaching is an art, a science, and a skill that requires complex pedagogical
preparation and practice. Therefore, not all speakers may make good teachers of
their first language. (p. 80)
Thus, it's important that ESL teachers who are non-native speakers of English make good use of their own invaluable experiences in educating their students.
Thus, it's important that ESL teachers who are non-native speakers of English make good use of their own invaluable experiences in educating their students.
References
Canagarajah,
A. S. (1999). Interrogating the "Native speaker fallacy":
Non-linguistic roots, non-pedagogical results. In: Braine, G. (Ed.). Non-native
educators in English language teaching. New Jersey: Lawrence Erlbaum
Associates, Inc. 77-92.
Phillipson.
(1992). ELT. The native speaker’s burden. English
Language Teaching Journal, 46(1), 12-18
Medgyes,
P. (1992). Native or Non-native: Who’s worth more?. English Language Teaching Journal, 46(4), 340-349.
