The Role a Native and a Non-Native English Speaker Play in Teaching ESL - Essay Example

Linguistics Name Date Native-speaker and non-native-speaker teachers of English Introduction The English language has become the unparalleled lingua franca of the world as the number of second and foreign language speakers of English surpasses by far the number of native speakers of English or the first language speakers of English as indicated by Graddol, (1997, p.9). Be it as it may, non native speakers of English language have continued to be at an disadvantage when competing with English native speakers which has transcended to non native teachers of English, despite the fact that there are more than eighty percent English language teachers globally who are non-native English speaking teachers (Canagarajah, 2005, p.11). It is argued that both native speakers of English and non-native speakers of English have much to offer as teachers of English to speakers of other languages. In this regard, this assignment will explore several contexts of ESL/EFL in which teachers of native speakers of English and no-native speakers of English teach English. This will include the consideration of the kind of knowledge, skills and attitude which are necessary for an English teacher to take on board when teaching English in specific contexts. Definitions of terms A native speaker of English is conventionally described as a person who speaks English as their native language or as their first language (Anchimbe, 2006, p.1). That is to say English is their mother tongue. On the other hand the non native English speakers are persons for whom English is a second language or a foreign language to them, that is, they have a native language which is not English (Arva & Medgyes, 2000, p.355). Non Native English speaking teachers are also known as Non-NESTs while native English speaking teachers are known as NESTs. The term ESL will be routinely used in this report and it refers to English as a Second Language or EFL, which refers to English as a foreign language (Ellis, 2004, p.55). On the other hand, the term ELT refers to English Language Teaching (Anchimbe, 2006, p.1). The role a native and a non native English speaker play in teaching ESL According to Medgyes, there are perceived differences in teaching behavior between native English speaking teachers and non-native English speaking teachers teaching speakers of other languages (Medgyes, 1999, p.435). Among these differences are their uses of English where NESTs speak better English and they utilize the language more confidently while non-NESTs are more prone to using bookish English and they are less confident when utilizing the English language (Medgyes, 1999, p.435). In regards to the general attitude, NESTs assume a more flexible approach, they are less empathetic with learners of ESL, they have far-fetched expectations, they are more causal and they are less dedicated to the teaching process (Ellis, 2004, p. 63). In contrast, non-NESTs adopt a guided approach to the English language and they are more empathetic to learners of ESL, more dedicated to teaching English, stricter and they address the real needs and have realistic expectations from their students (Medgyes, 1999 p.435). In relation to the attitude they have towards teaching the English language, Medgyes indicates that NESTs are less insightful and they are more concerned with meaning, fluency, how language is used, oral skills and colloquial registry (Medgyes, 1999 p.435). In addition, they tend to teach items if context, they do not resort to translation, they set fewer assessment tests, they have a higher tolerance for errors and opt for group work and they favor free learning activities (Ellis, 2004). In relation to non-NESTs, these teachers are more insightful, they concentrate on accuracy, form, rules of grammar, printed form and formal registry (Medgyes, 1999, p.436). In addition, non-NESTs favor controlled activities, they teach items in isolation, the prefer frontal work than group work, they easily correct and punish learners when they make errors, they are more prone to setting more assessment tests and they more often resort to translation and usage of their first language (Medgyes, 1999, p.437). As highlighted above, native speakers of English and non-native speakers of English offers different benefits to the learning of ESL process (Anchimbe, 2006, p.1). In relation to the non-NESTs being insightful than their counterpart the NESTs when teaching English as a second or foreign language, it is as a result of variations in the process of understanding and acquiring the English language. Since NESTs acquire the English language unconsciously, they become unconscious of the internal systems guiding language use and as a result, they are unable to offer learners of ESL pertinent content and information about the English language (Arva & Medgyes, 2000, p.356). In contrast, non-NESTs have a broad wealth of knowledge about the target language, which is informed by their own learning process as they themselves learn the English language. For this reason, they easily relate and identify possible sources of challenges during the learning process encountered by students learning ESL that NESTs may be oblivious of (Medgyes, 1999, p.438). In other words, although NESTs have enhanced perceptions on what is right or wrong in use of the English language, non-NESTS have a broader and in depth insight into what is challenging or simple for students learning ESL during the learning process. For example, a teacher teaching English as a second language from a Japanese background is more proficient and aware of the pitfalls and challenges that a learner learning English as a second language with a Japanese background has when pronouncing certain letters in English. It has been identified that native Japanese speakers have a challenge pronouncing the letters r and l and therefore when pronouncing English letters which have letters r and l such as Play and Pray or Fry and Fly or words such as pleasure and pressure among others which if pronounced incorrectly changes the meaning depending on the context its being used, hence, causing communication breakdown (Yamada & Tohkura, 1992, p. 155). Having undergone the same process of learning the English language, non-NESTs are not only more sensitive to the needs of their students but also, they are better placed in anticipating and preventing difficulties during the learning process unlike NESTs who have to apply a little bit more energy and time to do the same (Anchimbe, 2006, p.1). In respect to being keener on correcting and punishing errors practiced by non-NESTs is as a result of how they perceive language. For NESTs, English language is the medium for achieving communication objective and for non-NESTs; the communication purpose of the English language comes second after it, being an academic concept that has to be mastered (Ellis, 2004, p.57). NESTs have been favored in teaching English as a foreign language and as a second language to speakers of other languages and have resulted in the idealization of the native speaker and perceiving the non-native speaker as a defective communicator with weak communicative competence (Firth & Wagner, 1997, p.285). To eradicate the notion that a non native as an incompetent communicator, terms such as proficient user has been (Paikeday, (1985, p.5) or multi-competent speaker (Cook, 1999, p.185) or terms such as the language expert (Rampton, (1990, p.97). The basic advantage for which NESTs are preferred as ideal teachers of the English language to speakers of other languages is their superior competence in using the English language, which allows them to utilize the English language spontaneously in varied communicative situations. Since these teachers are self confident in their use of the English language, they are more likely to use it wherever and whenever possible (Ellis, 2004, p.70). Non- NESTs however, are more conscious of their limitations linguistically when using the English language and therefore, they are reserved in utilizing the language and are more likely to use the language sparingly (Arva & Medgyes, 2000, p. 357). According to Medgyes, (1999, p.440), although non-NESTs through hard work, long exposure to the English language and commitment can advance themselves to levels close to NESTs in using the English language, many are those that view themselves as poor in listening, speaking, reading and writing the English Language particularly concerning use of vocabularies, fluency in spoken English, listening and pronunciation of English words. The suitability of NESTs and non-NESTs in teaching ESL in varied contexts Crucial to mention is that the ideal teacher for teaching English as a second language to speakers of other languages does not boil down to whether it is a non-NEST or a NEST since both type of English teachers brings on board variations that are beneficial to the learning process (Arva & Medgyes, 2000, p.355). Competence and adeptness should be the standard by which teachers teaching English as a second language or as a foreign language to speakers of others languages should be judged on (Ellis, 2004, p. 60). Anchimbe, (2006, p.1) indicates that origin should not be used as a measuring tool to define who is best suited in teaching English either as a second language or as a foreign language. This is because not all native speakers of the English language are competent in speaking, writing, reading and listening in the English language as their native language (Anchimbe, 2006, p.1). According to Anchimbe, (2006), English language teaching is not a natural aspect of native speakers but it is a line of work which needs sufficient training and requires of the English teachers to be more efficient. A native speaking English teacher can not out rightly be considered an ideal teacher in teaching English as a second language or as a foreign language to speakers of other languages because how native a native English speaker should be cannot be adequately assessed and quantified since there exist huge discrepancies in native standards (Anchimbe, 2006, p.1). For instance, there exists diverse and numerous substandard and non-standard varieties of native diversities. Additionally, there are native speakers of non-standard dialects of their languages (Anchimbe, (2006, p.1). According to Trudgill, (1998, p.35), “…most native speakers of English in the world are native speakers of some nonstandard variety of the language…” this indicates that native English speaking teachers of the English language just like their counterparts the non- native English speaking Teachers of the English language have comparable competence, professional and social-cultural processes they have to deal with which contradicts Hocking (1974, p. 46). Hocking (1974, p.46) categorically states that "…the point is that what is correct in a language is just what native speakers of the language say. There is no other standard.” Both NESTs and non-NESTs are crucial to enhancing the effectiveness and the competence with which learners of English as a second language or as a foreign language speaks, reads, listens and writes and generally uses the English language. While NESTs have the natural feeling for the English language and they therefore can utilize it in varied contexts, they are more conscious of the cultural background that impacts on language use and they are less likely to have an accent (Arva & Medgyes, 2000, p. 370). For instance, for a non-NEST teaching a student learning English as a second or a foreign with whom they share the same first language, the non-NEST is more likely fail to notice their own limitations in speaking, listening, reading and writing the English language and transfer the same to the student and alternatively due to the effect of accents, a teacher may be unaware how their accents affects the comprehension of the language in respect to the student. Non-NESTs on the other hand have the added advantage of having undergone a similar process of learning the English language themselves and they therefore have the ability to easily identify possible pitfalls and suitable solutions and are testimony to the learners of English as a second or foreign language, learning the English language to the highest level is attainable (Medgyes, 1999, p. 440). In addition, non-NESTs particularly if they share the same first language with the students, are more conscious and sensitive to the challenges particular to language pair and in general are conscious of the student’s cultural background and how that can impact on the learning process (Anchimbe, 2006, p.1). For example, for a NEST who only have worked with linguistically diverse groups lets say in an English speaking state or who have worked with monolingual students abroad, they have limited comprehension of the needs and expectations of their students encompassing the student’s linguistic, individual and cultural backgrounds, which makes learning difficult. The kind of knowledge, skills and attitude which are necessary for an English teacher to take on board when teaching English Regardless of whether an English teacher teaching English as a second or a foreign language to speakers of other languages is a native English speaker or a non native English speaker, the most important factors to consider is if either of the two type of teachers are able to effectively, efficiently and comprehensively teach English as a second language and ensure students are able to not only speak good English, but they are able to read, listen, write and effectively use the English language in varied communicative interactions (Arva & Medgyes, 2000, p.371). Medgyes, (1999, p.433) indicates that there are three constituents of any English language teacher’s capability which includes language proficiency which implies the skills and knowledge the English teacher has in the English language, language awareness which entails the explicit understanding and comprehension the English teacher has about the English language that does not simply presuppose near native language adeptness and finally, pedagogic skills where in their role as a teacher, an English teacher may demonstrate varying levels of pedagogic skills. Butler, (2004, p.245) notes that it is fundamentally crucial for teachers teaching English as a second language or English as a foreign language to acquire the necessary knowledge particularly in understanding the cultural aspects of their students such as their norms, values, beliefs and other cultural components in order for the teacher to understand and easily identify cultural barriers that may impede effective learning of the English language or cultural components that may hinder the student from effectively learning the four English language skills of speaking, listening, reading and writing. It is important for a teacher teaching ESL or EFL to be creative and imaginative. The ability to create new ideas allows the teacher to devise new ways in which students are able to actively participate in the learning process and in so doing generate understanding of the language (Ellis, 2004, p.65). Creativity eliminates monotony and it allows the learning process to be interesting for both the teachers and the students. Through the power of imagination, teachers can effectively impart language skills to their students while students are given the opportunity to develop their creative self expression (Ellis, 2004, p. 62). Imaginativeness allows exploration and creation of new concepts and perspectives which enriches the learning process (Butler, 2004, p.250). A skill related to being imaginative and creative is innovative which is crucial for teachers teaching ESL or EFL to speakers of other languages. Through innovativeness, English teachers are able to introduce new ideas and changes, they are able to help the students experience new things and teachers generate fresh ideas and events to the learning process. Other than that, an English teacher who is able to foster interaction during the learning process is able to enhance the student’s ability to not only read and write the English language but also listening to it and speaking it. Interactions empower and help students to develop their ability to communicate in the target language (Arva & Medgyes, 2000, p.367). A teacher who has the knowledge on how to promote interactions is able to not only motivate the learners of ESL but also develop opportunities for the students to interact with others by using communication through entertainment such as using group discussion, role playing and mock assessments among other interactive activities (Butler, 2004, p. 265). Flexibility and patience are the other skills that an ESL teacher should posses since they are required in dealing with students who have a difficult time mastering the language. Through flexibility, an ESL teacher will be able to use alternative teaching techniques and methodologies in order to align learning to the learning styles, learning expectations, diversity and the learning needs of the students (Arva & Medgyes, 2000, p. 359). Patience is crucial in tolerating the mistakes and errors that students are likely to make be it in grammar, pronunciation, vocabulary, spelling, and writing and in reading among other situations (Ellis, 2004, p.70). According to Ellis, (2004, p. 69), over and above all other attributes of a competent and proficient ESL/EFL teacher is having a positive attitude where they are confident in their own ability to master and teach English despite their limitations. In addition, the teacher needs to be confident in the student’s ability to grasp the English language since a pessimistic attitude will transfer to the students who will believe they cannot achieve it (Medgyes, 1999, p.440). This means ESL teachers should remain conscious of their attitude towards their students’ ability and efforts to acquire the English language skills of listening, speaking, reading and writing. According to Butler, (2004, p. 247), a teacher’s attitude influences the learning experiences of their students. It is also critical for the teacher to acquire professional training in the English language in order to equip themselves with the skills, knowledge, attitude required to teach English. Anchimbe, (2006, p.1) notes that acquiring professional training equips teachers with not only the competence to talk, listen, speak and read English but also, they are equipped with the skills of lesson planning, developing worksheets, setting tests, grading tests, writing schemes of work and knowing the curriculum, which are all important aspects to the learning process of learning the English language. Conclusion As the world has become interconnected through globalization and advancement in technology, there has developed a greater need for a global language through which people across all cultural backgrounds can be able to communicate effectively and efficiently in order to work together, relate and socialize together, share experiences and more importantly learn. Among languages that have become global is the English language which has enhanced the need for more proficient teachers to teach it. Although many have preferred the use of native English speaking teachers to teach English to speakers of other languages, as indicated in the report, both NESTs and non-NESTs bring on board varied and unique benefits to learning English which necessitates the use of both in teaching ESL. The most important fact in teaching ESL is not the originality of the teacher but their competence in enabling the students to acquire the English language skills of listening, speaking, reading and writing. For NESTs, they not only need professional training but also, they need to immerse themselves in the culture of students in order to understand the individual, cultural and linguistic difficulties ESL learners face while non-NESTs need to commit more, work hard and seek the highest level of English training to ameliorate on their weakness as teachers of ESL/ EFL. References Anchimbe, E.A. 2006. The native-speaker fever in English language teaching (ELT): Pitting pedagogical competence against historical origin. Linguistic online, Accessible from http://www.linguistik-online.de/26_06/anchimbe.html Arva, V. & Medgyes, P. 2000. Native & non-native teachers in the classroom. System 28 (3): 355– 372. Butler, Y. 2004. 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