Is a Native English Speaker Always the Best Teacher of English - Literature review Example

Is a native English speaker always the best teacher of English? Introduction In the contemporary society, English has become a superior tool both for international communication and an instrument to getting educationally higher social standing in an international society. However, this statement according to Phillipson (1992) in his book, Linguistic Imperialism, is fallacious in relation to the fact that, there are numerous highly learned individuals in the globe who are happily and rather justly ignorant of the English language. In my view the latter statement is not absolutely true as the English teaching industry has been a promising business internationally. To ensure that, individuals are informatively literate, an excellent English expertise is required (Phillipson 1992). This statement brings us to the point of our argument in the question: Is a native English speaker always the best teacher of English? Some individuals argue that, native speakers will make perfect English teachers, while others argue that, all that is required is appropriate knowledge, skills, and experiences. In fact, opponents argue that, coupled with these, non-native teachers may be a lot better. This paper will first focus on the knowledge, attitudes, skills, and experiences that are necessary and merely desirable for an English teacher, give an evaluation of both the opponents and proponents arguments and finally, offer a balanced conclusion. The paper will generally focus both on teaching English as a second language (ESL) and teaching English as a foreign language (EFL). Qualities of a good English teacher Teachers are major influential figure in the process of learning English. This is because their influence if essential to the progress of the students. To attain the desired goal when teaching English, for instance, ensuring students acquire the appropriate skills, teachers have to adhere to and be aware of certain essentials. However, it is important to note that good teaching is not all about the techniques applied. Palmer (1999) highlights that good teachers are individuals who possess some kind of connectivity capacity, such that they can connect themselves to their students, connect their students to each other in the classroom setting, and more so, connect everyone to the subject that is being taught. Furthermore, in identifying the qualities of a good English teacher, there are certain crucial factors that have to be taken into consideration, such as classroom management, patience, classroom atmosphere, passion and tolerance among other factors. Classroom setting are very complex and teachers are required to make decisions at every moment that will translate teaching plans into action, while maintaining constructive and friendly atmospheres (David and Ronald, 2001). Teaching plans are often offered through the second rather than the primary language. Students deal with all aspects of listening, writing, reading and even speaking in another language that is not necessarily their native language. This is the main reason as to why teaching English as a second or foreign language is so difficult and complex, and requires special attention. Its complexity is also based on the fact that students have a perception that attending English lessons is basically for the purpose of learning the language that will aid their whole learning process (David and Ronald, 2001). A good English teacher should not be judged based on how good he is at the language, but how appropriate his teaching techniques are. However, in many occasions, language skill is applied as the basic criterion in judging whether an individual is qualified to teach English or not. This affirmation is based on the controversial or perhaps the personal belief that there exists no major correlation between the competency of a teacher’s own language and the students’ ability to learn the language (Tsui, 2003). What is required is that good English teachers should have the capacity employ and adapt a range of teaching techniques, in combination to the possessing a suitable knowledge of the language itself. These techniques can be regarded as methods of teaching, for instance, classroom activities or classroom behaviour and procedures that incorporate specific strategies that have been identified to enhance the attainment of the leaning objectives. It is important to note that teaching techniques and language competence go hand in hand in improving the effectiveness of the teacher in the classroom. A good English teacher has to be knowledgeable about classroom management, such that the classroom time is maximized and discipline is maintained. Their routines should be the function of the physical environment, age of the students and the rationale of the instruction. Small group discussions, student-led drills and independent conversations can for instance, enhance the smooth running of a classroom (David and Ronald, 2001). If students take an active role in a classroom setting, that considers their backgrounds and interest, and set at their linguistic stage, then they will be more interested in learning the language. In essence, having the capacity to organize and handle a classroom setting translates to a greater possibility of successful teaching plan implementation. A teacher’s attitude is one of the significant factors that determine the students’ success. A good teacher is supposed to have a positive attitude and be confident that the students have the ability to learn another language, especially when teaching English as a second language (David and Ronald, 2001). For instance, if the teacher has an attitude that most of the students in the class are unable to the passive voice, then the students might end up not learning this grammatical form. Conversely, if the teacher is convinced that the students can be able to translate past tense into present tense, then certainly all the students will end up learning this English technique. We can therefore deduce that a good English teacher is one who can hold a positive attitude towards the students and the efforts the students convey in trying to learn English as their second language. This is because these attitudes hold a significant part in determining the success of the students in learning the language. A good English teacher should also be flexible. Teaching and learning English, as a second or foreign language is dynamic and open to change, and furthermore, there is no defined exclusive way of leaning or teaching it. Therefore, maintaining a flexible teaching plan allows teachers to accommodate suitable teaching and learning styles, varied goals and greater diversity that students come with to the English classroom. A good English teacher should be able to recognize the changes that this language is going through, and apply them in identifying different teaching methods and classroom activities that will boost the students’ ability to learn the language (David and Ronald, 2001). As they try to identify the strategies that work best fro the students, they should try to employ different teaching techniques that incorporate the changes this language is undergoing in order to bring additional success to the language leaning experiences of the students. Another significant characteristic of a good English teacher is tolerance (Tsui, 2003). Every learning process is prone to mistakes, as it is through the mistakes that we make that we get to learn. Therefore, a student needs to have that feeling that the classroom is that place where his mistakes are tolerated, and the teachers have a general understanding that the learning process is often slow. Indeed, the learning process if often low and moving from one stage to the next requires a lot of time (Tsui, 2003). The teacher should not be fast in teaching and upset about the mistakes the students do. What they need to do is to continually encourage the students to learn the new concepts and correct them whenever they make mistakes. The teacher’s behaviour and attitude have an essential bearing to the leaning process and therefore if the teacher learns to tolerate the students, then successful learning processes can be attained. According to a study conducted by Wu (2005), the four dimensions for the characteristics of good English teachers for the Chinese universities include the professional capacity for teaching English as a Foreign Language; professional ethics and professional outlook; conception of teaching foreign language; and professional and learning development. Native English speakers make good English teachers Most people hold on to the belief that English native speakers make good English teachers, when it comes to both teaching English as a Second Language and when teaching English as a Foreign Language. During the ancient times, native speakers were considered as the best English teachers, and all institutions looked up for the native speakers (Tsui, 2003). For instance, in Indonesia, it was seen that having native teachers as English teachers was viewed as one of the commercial instruments that would attract students to institutions of learning (O’Malley & Chamot, 1990). Many institutions of learning emphasized having native speakers as their English teachers in their advertisements, which were considered as a special feature that would distinguish the institution from the rest of the institutions that offered English courses. Besides, this was also applied as a source of income to the institution. This is because the English course that was being taught by a native teacher was highly charged compared to the English courses offered by the non-native speakers. Therefore, the institution stood a higher probability of earning more money if native speakers offered its English courses. The main reason as to why people hold on to this belief is due to the originality of the native speakers. Concerning their originality, the key assurance is that native teachers can provide steady and valid judgment at any time on their own language. Besides, native teachers have the capacity to detect false or poor grammatical expressions in their native language not considering whether they can give an accurate analysis of why they are false. If we further analyze why it is presumed that native speakers may make good English teachers compared to the non-native speakers, such a belief is based on the inherited and the original English comprehension (O’Malley & Chamot, 1990). Native speakers have a greater facility in displaying idiomatically appropriate language, fluent, Received Pronunciation, in being the final judge of any provided samples of the language and in appreciating cultural implications of the language. In addition, there is a general belief that excellent proficiency is highly determined by excellent speaking. Therefore, a good English teacher cannot only be judged by the amount of English he knows, but also by his ability to pronounce the world contained in this language. Such a teacher can easily identify mistakes and correct them, since they are the best in the auditory aspects of the language. This is because students have to not only learn good grammar, but be able to attain good pronunciation in order to be able to transmit the language to the others as well. Native English speakers don't always make the best English teachers On the other hand, most people hold on to the belief that Native English speakers don't always make the best English teachers. According to Morgan (2003), just because an individual can speak a certain language adequately does not automatically mean that such an individual knows totally how it works. This means that, speaking a language is not entirely everything as far as tutoring is concerned. An ideal speaker may not necessarily be a good instructor or writer. Learning English as a second language (ESL) is very dissimilar from learning English as a foreign language (EFL). Morgan argues that, only a few native speakers clearly know their language concepts well sufficiently in a way that they can be able to explain them to other individuals. It is apparent that, teaching English necessitates particular skills that are not inborn in all persons. These skills are acquired during an individual’s life time and their efforts to learn them. Studies reveal that, for an individual to be an ideal language teacher, he/she must put a lot of effort and hard work to gain certain qualities apart from merely being a native. Such characteristics include patience, solving students’ related problems in an optimistic manner, and understanding better students behaviours are but some of the examples of traits that a teacher should posses. In fact, studies show that, coupled with these, non-native teachers may be a lot better. An ideal English teacher is made by a combination of good teaching methods and knowledge of English. It is true that, learning and acquiring a language can make an individual to be a much better teacher compared to the native speakers. Phillipson (1992) also mentions that, a teacher is not satisfactorily qualified to teach a language merely because it is their mother tongue’. Various instances have been put forth by studies to prove this. For instance, in Europe, the foreign language tradition, considers an ideal teacher as one having near-native-speaker proficiency in the foreign language. Such a teacher should in addition come from similar cultural and linguistic, background with the students. Therefore, this case indicates that, non-native speakers have the capacity of making good models of English teachers with their acquired English competence. Moreover, the belief that, native English speakers always make the best English teachers is doubted by the standardization of English language that is taught and applied in teaching. It is argued that, native English speakers may speak the language more efficiently compared to non native speakers. However, the former may lack the standards required to teach this language: a professional English background for teaching students (Nikki, 2008). Whilst the native speakers might be considered perfect for English language teaching (ELT), it is very far from saying that, they are free from misleading notion. This is evidenced by the fact that, in the globe, most native English speakers are typically native speakers of nonstandard variety of the English language (Caroline, 2006). Therefore, to be an ideal English teacher, an individual should have a professional English tutoring background which gives him/her the standards required to teach the language. This means that, non-native speakers can result to be better English teachers when they acquire this standard. Furthermore, studies show that, being a native speaker does not guarantee that, an individual has excellent proficiency in communication. It is true that, communication is far more than just the words used to deliver information. This is evidenced by the fact that, in the case of a student and a tutor who come from different cultural background, communication will be affected greatly (Enric, 2006). There will be an unavoidably cultural distance in the communication process. This means that, there is a great infrastructure of cultural and social components that usually decides how communication should be carried out, that is what should be said and the manner in which it should be communicated. A grammatical perspective establishes that, inefficient and poor speakers are also found in native domains (Native English speakers). Error analysis in the study of linguistics emerged from the analysis of native speakers (Phillipson, 1992). English language teaching from a native speaker therefore necessitates a solid English language teaching (ETL) training in order to be safe from errors of transmission. Besides, individuals have to put in mind the issue of accuracy concerning the English language rules. Language is very complex that, an individual being a native speaker does not guarantee hi/her automatic success in speaking proficiently. Proficiency in speaking a language is not based on native or non-native speaking; rather it is determined by various factors including language change or revolution, socio-cultural contexts, dialect variations, cultural variations and professional backgrounds among others (Phillipson, 1992). Currently, English language teaching has moved from its borders of the United State, United Kingdom and Australia to other countries which have adopted various norms. In this case therefore, the socio- cultural component in the English language teaching is very important. In Mexico, the view of teaching English as a second language (ESL) has changed radically in the past years (Morgan 2003). Prior this, Mexican respectable educational establishments used to hire native English speakers who lacked prior teaching experience. These establishments never considered knowledge, skills and experiences as core factors as far as teaching was concerned. Their belief in this was that, native speakers, with or without any experience were always the best teachers. Nevertheless, this trend has changed in the current times. Language schools in Mexico find themselves in a desirable position of picking and choosing candidates for English teaching from a wide selection of qualified/trained applicants, most of them being bilingual Mexicans. Peter Hubbard, head of language department at University of Guadalajara in Mexico mentioned that, in the contemporary society, teaching English language has become increasingly professional. In his school, students usually graduate with an English teaching degree and other foreign languages which have made it hard to get teaching employment in Guadalajara without a formal education or teaching experience. Hubbard also mentions that, in early 1990s, the English department teachers did not have a teaching background, but currently, most of the English teachers have their master’s degree and most of them are working on their Ph.D.s (Morgan 2003). This means that, native speakers in Mexico who lack any potential qualifications are not in any position of getting a teaching job. Jennifer Strand, who is a coordinator of English as a Foreign Language Program (EFL) at the Vancouver Language Center (VLC) at Guadalajara, mentions that, obtaining her teaching certificate brought all the differences in her teaching (Morgan 2003). Strands realized after taking the TEFL that, she was not teaching her students as required. In this case, what are required of a teacher are skills, knowledge and prior experiences, but not merely being a native speaker (Caroline, 2006). This is what Hubbard and Strands want to portray in this aspect. In United States, one quarter of ESL teachers are non-native speakers. Therefore, teaching English as a second language and as a foreign language requires a formal education or teaching experience. Conclusion The question as to whether a native English speaker is always the best teacher of English has received both support and criticism from various individuals. Those who support the idea that native speakers make the best English teachers argue that, these individuals have good pronunciation and can easily identify mistakes during the teaching process. On the other hand, those who oppose the aspect that, native speakers make the best English teachers give various reasons to support their argument. As discussed in the essay, opponents claim that, speaking a language is not entirely everything as far as tutoring it is concerned, native speakers lack the standards required to teach this language, and being a native speaker does not guarantee that, an individual has excellent proficiency in communication. They argue that, what is require of an individual are skills, knowledge, and experiences that are desirable to make one an ideal teacher. As portrayed in the Mexican case, teaching English as a second language and as a foreign language requires a formal education or teaching experience (Caroline, 2006). In fact, opponents argue that coupled with necessary skills and knowledge, non-native teachers may be a lot better. In my view, I second the opponents perspective, what matters in teaching is a good teaching background, coupled with necessary skills and experiences which makes and individual an ideal teacher. References Caroline, B. (2006). Success on your certificate course in English language teaching: a guide to becoming a teacher in ELT/TESOL. New York: Sage. David N. and Ronald, C. (2001). The Cambridge guide to teaching English to speakers of other languages, Cambridge: Cambridge University Press. Enric, L. (2006). Title Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. New York: Springer. Morgan, F. (2003). Native English Speakers Don't Always Make The Best Teachers. Available http://guadalajarareporter.com/news-mainmenu-82/regional-mainmenu-85/21134-native-english-speakers-dont-always-make-the-best-teachers.html (Accessed May 11, 2011) Nikki, R. (2008). Is a native teacher best? Available http://www.denverspanishhouse.com/node/279 (Accessed May 11, 2011). O’Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition Cambridge: Cambridge University Press. Palmer, P. (1999). Good Teaching: A Matter of Living the Mystery, Change magazine. Retrieved from http://www.couragerenewal.org/parker/writings/good-teaching Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press. Tsui, A, (2003). Understanding Expertise in Teaching: Case Studies of Second Language Teachers. Cambridge: Cambridge University Press. Wu, X. (2005). An investigation on changes in Chinese English teachers’ knowledge/beliefs on TEFL and their behavior in the classroom. Paper presented to the First National Symposium of Foreign Teacher Education and Development, Beijing Foreign Studies University, Beijing, China, September 23-25, 2005. Read More