Native and Non-Native Teachers in the Classroom - Report Example

Introduction Native English speakers and non-native English speakers have much to offer as teachers of English to other languages speakers. In this perspective, this work explores different contexts of ESL/EFL in which both teachers of native speakers of English and non-native speakers of English are involved. This will entail the consideration of the form of knowledge, skills and attitude which are important for a teacher of English to take on board when teaching English in certain contexts. Part 1 The field of English teaching and learning has many abbreviations and acronyms that describe its different contexts of learning and teaching. English is a far reaching language with great influence all around the world and is taught and learnt under many different circumstances. In English speaking countries, the language is taught in two different directions; for those who intend to live in an English speaking country and those who do not. As a result, the terminologies used in these two scenarios are different. When English is taught as EFL (English as a foreign language) it means that the language is taught to non-English speaking people. Study can either be in the student’s home country as part of the school curriculum or in a country that they are visiting for purposes of education. This can take place in any country, English speaking or not. Generally, EFL is learned to pass an exam as a necessary part of an education or in the work place as a requirement for progress especially for organizations with international focus. Teachers giving EFL instructions assume that students are already literate in their mother tongue. When English is taught as ESL (English as a second language), it means that the language is taught to immigrants or refugees within the Anglosphere (Auerbach 1993, p.26). It also means the use of English by other countries also referred to as outer circle, often former British colonies, where English is the formal language although it is not used as a mother tongue by the majority in the population. ESL is not only taught or acquired for communication purposes or integration into the new society, but also as an emancipatory step to the opportunity of entrance into full participation in the new society, for economic, social and political respectability and development mobility (Bhaskaran, 1997, p.17). Students undertake this sort of learning to function in their new host country either within the school system for children or to hold down a job for adults and be in a position to perform the necessities of daily life. This form of English teaching does not presuppose literacy in a first mother tongue. Part 2 Native and non-native speakers have a role in improving the learning of those students who learn English as a second language or foreign language. Native speakers are in a good position to know whether a word used by a student is right or not. In addition, natives are in a better position to match the social situation of the interaction depending on the context. Non-natives may find it difficult to teach a topic that they may be ignorant about. Native teachers usually relate the linguistic form and objects or events in the outside world. Similarly, non-native speakers have much to offer to second language and foreign learners since they share in the learning process with their students as they have passed through the same experience as learners (Arva and Medgyes, 2000, p. 362). Students seem to learn more when they are convinced that their teacher is an advanced learner and they can also achieve development. Part 3 Native and non-native speakers can be helpful to students in various contexts where English language is learned as a second language or as a foreign language. Natives and non-natives differ in their teaching behaviours due to the divergent levels of language proficiency. The awareness of these proficiency differences also influences the perception and teaching attitudes of teachers. However, the notion that teachers with a better command of English perform better in the classroom and those deficient in English are less efficient in the classroom is far from the truth (Medgyes, 1994, p. 27). Non-natives are usually very helpful to English learners since they are the only teachers who can act as imitable models of the successful learners of English (Medgyes, 1992, p. 346-7). When students learn from non-native English speaking teacher they eliminate the idea that one has not to be born in an English speaking country to learn to speak English. The fact that non-native English speaking teachers have been and continue to be students of English acts as a success model to the students. The teachers use their learning experience reflectively in teaching their students thus making it a success. In addition, non-natives impart learning strategies effectively to second language learners. Since the non-native is a teacher and a learner at the same time, he or she develops learning strategies that can be very beneficial to his or her students (Ellis, 2002 p.83-94). Non-natives also provide students with more information about the English language from their learning experience. Non-natives have acquired knowledge on how the English language works in their own learning process thus making them good informants to ESL/ EFL learners. Non-native English speaking teachers have learned the internal mechanisms operating in the acquisition of a second language that may be lacking in the native instructors since they acquired their language unconsciously (Harmer, 1991, p. 13). Non-native speaking teachers are also able to anticipate language difficulties that a second language learner may encounter. According to Medgyes (1992, p. 343), by comparing two languages, the teachers can predict phonological, morphological, syntactic and pragmatic errors in the learning process of the students. Errors can occur by negative or positive transfer from one language to the other and by analysing such predictions, serious deficiencies can be revealed. Non-natives can be more empathetic to the needs and problems of their learners since they are still learners and are still struggling with the language (Medgyes, 1992: 346-7). This makes them more sensitive and understanding to their students which give them more confidence to learn English. In the event that the non-native English speaking teacher share the learner’s mother tongue, the learner can benefit highly since they can use it for communication (Medgyes, 1992: 346-7). In a monolingual setting, for instance that French speakers teaching English in France, their mother tongue can be used as a vehicle of communication. This can help in the learning process in many ways. For example, if a student asks what a word means, it would not be difficult to explain by translating the term using the student’s language. Translating a word into the learner’s first language saves a lot of learning time for the ESL/ EFL students. Part 4 There are different qualities that an English teacher should possess in order to be able to deliver well to learners. He should be aware of different objectives of learning and teaching English and consider the level of the learners. Such knowledge helps an English teacher to be aware of cultural differences among his learners given that language is key element of culture. Culture is defined as shared beliefs, norms and values by a group of people which have an impact in their way of life. It is very useful for an English teacher to understand the differences prevailing among different cultures and what they believe in (Frey 2010, p. 14). This also applies when the teacher is not a native English speaker (Todd & Pojanapunya 2009, p. 31). Native and non- native speaking teachers will be able to deal better with ESL and EFL students if they know their culture. Nkwetisama (2008, p. 111) also writes that the teaching of English should not only be geared towards improving proficiency but also towards assisting students acquire critical thinking skills to address everyday issues. Thinking and problem solving techniques are functions of culture as shown by Holfsetede’s (2011) cultural dimensions. Most schools comprise of students who have different backgrounds and teachers should know how to pass information cross-culturally. In order to be effective in cross- cultural communication, English teachers both native and non native speaking should be aware of the role of culture in a culturally diverse classroom. Culture is very complicated and it is likened to an onion which has different layers each with its own characteristics (Holfstede, 2011, p. 2). This shows English teachers undergo difficulties in the process of gaining competence to communicate cross-culturally. One’s thinking is thus guided by different layers of mental programming which are culturally oriented. English teachers for both ESL and EFL learners will only have confidence in teaching when they are aware of how cultures differ in responding to situations which are similar. Gaining competence in multi-cultural school is achieved through discussions, observations, experiences and relationship. There are critical differences in culture which will enable a native or non-native speaking teacher to understand culture better. To begin with, he should know how different cultures get information. Some cultures use intensive research in libraries and depend mostly on recognised and measurable evidence for example the U.S. In contrast there are other cultures which prefer knowledge acquired traditionally for example interviewing elders and use of symbols. Different cultures use different ways to solve problems arising. Based on the values and beliefs a culture possesses, they arrive at different solutions given the same question (Hofstede 2011, p. 4). Both NEST and non-NEST teachers should recognise this when dealing with their learners. In a class of students with different cultural backgrounds, students may react differently to the same situation. For example there are those who smile if they do not get what the teacher is teaching and others who rarely smile for example the Koreans as this will reflect light heartedness. Different cultures use different ways to study and teach. In the U.S. group discussions are more preferred to individual work. This is common in other western countries where there is low power distance. In such societies, the teacher mostly facilitates the learning process and also ensures that the students are fully involved in class activities. In these schools students do most of their consultations from each other and the teacher only guides them when need arises. In this case, teachers play a supervisory role where they expect learners to carry out further research. American teachers will most likely identify further reading materials for the students to do their own studies. However, in other countries, more those with high power distance (Hofstede and Hofstede 2005, p. 19), students rarely participate in class and believe that the teacher knows everything. They rarely ask questions and take facts as given with minimal questioning. Most of the time students commit to memorize what they learn so as to pass their exams. This will be of great importance to native and non-native speaking teacher as he will be aware of the problems likely to be encountered in class. Different cultures react differently when there is and have different ways to deal with it. Conflict is inevitable and arises in different situations. In most of the countries for example the U.S., it is not pleasing to have conflicts and they have ways to deal with them when they happen. People are encouraged to deal with them directly when they arise. In other countries for example Asia, dealing with conflicts is done silently and they accept differences. Symbols have different meanings in diverse cultures. English teachers should be very careful when using symbols in class as since the students may draw different conclusions about them. English teachers strive to know the native languages of his/her students. This applies for students who are taking English as L2. It will be very helpful especially to the learners who are beginners in studying English. Teachers especially for ESL students should be patient with the students and find different strategies to use to instil confidence among the learners. They derive simple ways in explaining to the students and sometimes they may translate some words from their mother tongue to English if all the students communicate in the same native language. This applies mostly for the beginners. Most of the times a class may be comprised of students who don’t share a common language. In this case, the teacher should strictly use English and discourage students from using their native languages (Cummins & Davison, p. 245). It is very important for an English teacher to know how to use simple vocabulary and words to communicate to the students. On top of that he should encourage the students to use English all the time so as to gain confidence. English teachers for ESL students should get details about each student’s educational background and their level of English proficiency. Most of the ESL students do not have much knowledge in English and as a result of this they do not understand what is happening in class. Teachers of ESL students should therefore encourage the learners to seek clarification in areas they do not understand. Parents play a major role in their children’s education. Some children come from families where their parents are educated and communicate in English. The teachers for both ESL students should be aware of their learner’s background and know how to treat each one of them (Frey 2010, p. 13). Parents take their children to be educated but they can also impart English knowledge to their children. All parents should be involved in motivating and controlling their children in their education. Those who are able to comprehend English should help their children with some of their assignments and use language as a medium of communication in their home. English teachers should pay a greater attention to the children who come from families where parents are not educated and do not get any assistance from home. For others, their parents use two different languages which give trouble to teachers in identifying native languages for such students on which to base their learning. There are different necessary skills that are required of an English teacher for both native and non-native speakers. First and foremost, they should be highly proficient in English to be able to explain clearly and fluently to the students. However, Frey (p. 3) informs that not all types of grammar teaching strategies work for all students. For instance, Arabic ESL learners have trouble producing sound /p/ hence this requires special attention. Secondly they should love languages and literature and have a great command in grammar and all skills required in English. Good organization is very critical to an English teacher as this will ensure that he does what is required of him at the right time and has all materials required in teaching. On top of that, a teacher for both native and non-native speakers should have a good personality and should be in a position of organizing learners and involving them in different activities without any favouritism. He should not be a coward and should use different ways and facilities to make sure that students understand different concepts clearly. Adaptability is one of the necessary skills that are of great importance to an English teacher as he will be able to use the resources available in his teaching process. An ESL teacher should also possess necessary characteristics which will enable him to relate well with his learners. In the first place he should be patient with the learners especially the slow learners and be able to respond efficiently to their questions. He should also be non-judgemental and be able to listen to the learners keenly before making conclusions. The teacher should appraise the students on what they have achieved in learning English as opposed to forcing them to sound like native English speakers (Cummins and Davison 2007, p. 135). Creativity is very important characteristic which will enable a teacher to have new ways of tackling some issues in a different manner to get better results. On top of that he should have a good sense of humour which will keep his students alert and be able to understand better. Conclusion It is true that native and non-native speakers of English teachers have a great role to play in imparting knowledge to the learners of English. These two set of teachers have different and unique approaches to teaching English. For the non native English teacher, his/her teaching methods are likely to be based on his native language depending on the level of English proficiency and his involvement with his native culture. . Those taking English as a second language may be speakers or non-speakers of English. Nonetheless, there are common skills and abilities that language teachers should possess which all teachers, no matter their background or native language should use. This paper has discussed in length the issues that English teachers face in the classroom and the diverse skills that they require. However, it apparent that most learning institutions and students believe that native English speaking teaches are best suited in teaching ESL. References Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly 2, (7), pp. 9-32. Arva, V. and Medgyes, P. (2000). Native and non-native teachers in the classroom, 28, pp. 355-372. Bhaskaran, P. N. (1997). ESL/EFL Dichotomy Today: Language Politics or Pragmatics?, TESOL Quarterly 31,(1), pp. 9-37. Cummins, J. and Davison, C. (2007). International handbook of English language teaching, Part 1. Sydney: Springer. Ellis, L. (2002). Teaching from Experience: A New Perspective on the Non-Native Teaching in Adult ESL. Australian Review of Applied Linguistics, 25, (1), pp. 71-107. Frey, O. (2010). Teaching and learning L2 grammar. Amsterdam: GNIN Verlag. Harmer, J. (1991). The Practice of English Teaching. Harlow: Longman. Hofstede, G. H. and Hofstede, H.J. (2011). Cultures and organizations - Software of the mind. London: McGraw Hills. Medgyes, P. (1992). "Native or non-native: who's worth more?" ELT Journal 46 (4): 340-349. Medgyes, P. (1994). The non-native teacher, London: Macmillan. Nkwetisama, C. M. (2011). EFL/ESL and environmental education: Towards an eco-applied linguistic awareness in Cameroon. World journal of education. 1(1), 110-118. Todd, R. W. and Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System 37(1), 23–33 Read More