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

Is a Native English Speaker Always the Best Teacher of English, World-Wide? Second Language Acquisition A native English speaker is a person whose first language which developed from infancy is English. Their thinking is in English simply because it is the first language they learnt since they were children hence they are in a position to use it naturally (Saville-Troike, 2006). The native speakers are the best to learn English from although the things they consider simple may proof to be very difficult for the English learners (Braine, 1999). This is well detailed in the study of the English language as the first language. The non-native English speaker acquires English as a second language in the process of learning (Gerbhardt, 2007). This is well explained in English as a second language (ESL). The non-native speakers of English use it as a foreign language (Gass & Selinker, 2008). In the process of learning they do not understand the contents fully because of the hindrances they get from their native language. This brings along accents that at times distort the intended meaning of certain words. Non-Native English-Speaking Teacher The Non-Native English- Speaking Teacher (NNEST) is more concerned with teaching of English as a second language thus joining the field of Teaching English to Speakers of Other Languages (TESOL). Most of the students mostly in America react over the hiring of NNESTs as English teachers. The absorption of NNESTs in the teaching of English fraternity was at first to ensure fairness in the employment opportunities in America but they have proven their worth because of the raised standards of English grammar to the students (Kim, 2009). The non-native speaker is the most appropriate guide when it comes to teaching of English language in the world. This is because; the native speaker is only perfect in articulation as well as being a good model for language learning. Whereas this may seem to be a strength, it is a blessing in disguise to the learners because, there so many things the teacher would assume are easy but are really difficult for the learners. The non native teacher may not be conversant with some semantics, slang and idioms and also has a problem with accent (Putz et al., 2010). All those notwithstanding the non-native teacher still is the best in teaching English because the teacher’s enthusiasm, professional training, caring attitude and the subject matter know-how are the most elements a language teacher should possess (Moussu & LIurda, 2008). The non -native teacher can effectively direct the learners to the right models that offer successful language learning strategies so as to meet the set objectives. One should note that English learning does not only take place in the classroom but outside the set classroom context. The ESL teacher should match the definition of one who has a wide knowledge of varieties of English language. The teacher should also expose the learners to the varieties of English language because English is not only a language for the native speakers but for all people who want to learn it (Kim, 2009). This exposure would help the learners a lot because when they go the university they will find instructors who are not native English speakers. The previous exposure will help the native English students to pick up from the point they left up to their highest level of advancement. Exposing students to varieties of English is beneficial because after their university studies they will work in a society with people who are from various backgrounds that are ethnical, linguistic and cultural. This exposure of different types of English helps the learner to learn how to associate with the others. It also helps in deleting the notion those native English speakers are paragons of virtue in the field of English speaking and instruction. The non native English speakers have challenges but still they have power over some advantages that can be extremely useful assets to the English as a second language program (Boxer & Cohen, 2004). Role model The non native English speaker teacher can be a source of inspiration to the students. The fact that the teacher has acquired mastery of subject matter and can be a source or pillar of knowledge to the learners makes the students to want to associate with him or her. According to Stekauer (2005), the teacher has learnt English as a second language and perfected the skills pertaining the teaching of English. When the students learn how well endowed with linguistic prowess they tend to have you closer to them so that they may reach your level (LIurda, 2006). The non-native English speaking teachers have an advantage over the native English speaking teachers because the former are able to empathize with the learners ‘difficulties in learning. They also understand the concept of home sick and the fact that the students could be suffering from culture shock and this applies to the ESL only (Dong, 2004). It is more important to entrust learners with someone who will take an extra mile beyond just delivering content and think of the emotive aspects that could be bothering the learner (Kim, 2009). In the process of acquiring a second language many student fail to acculturate with the second language and that is why there is emergence of slang in America , pidgin for example in Nigeria among others. This is because the teachers did not go beyond content delivery to harness the transition of a new culture with the old. The reason behind this is that, language apart from being a means of communication is a carrier of culture. In that view, if one needs to learn a new language it comes as a package of communicative skill and new culture. The native English speaking teachers are not able to empathize with their students because they feel that the learner is failing to grasp simple concepts. They are also not experienced in the transition of culture because they are the native speakers of English (Kim, 2009). This notion that they are the unit of measure as long as English jurisdiction is concerned they elevate themselves to be paragons of virtue or those who cannot err when it comes to teaching of English language. Teaching is not about content mastery only and transfer of the subject matter but it lies in the methodology of teaching the content. In this case the NNESTs become the best because they also become role models. Their achievements are admired greatly by the students making the students believe in themselves that they can make that far. Fear factor The NNESTs demonstrate to the learners that they are more competent in any field of linguistics and this builds more strength to the teacher-student relationship. This is done to ensure that the teacher convinces that she is the opposite of there expectation. The key motivation tool is fear of failing to correct her image and proof her worth. According to Braine (1999), some experienced white teachers told the NNEST trainees to be human if they do not understand a concept and tell them that they do not know but will find out. This tactic just makes the student not have much trust in the teacher and as the NNEST puts it she avoids instances where she says she does not know by working harder in preparing the notes for the lesson as well as anticipating the students’ questions (Braine, 1999). This is further explained in that, should the NNEST say she does not know, it is a confirmation that she is a minority as the student preconceived before or as it is stipulated in the history of racism (Claypole, 2010). Students in TESOL programs There are so many students who are trained in English but chose to remain their native countries. This trend has changed and so many of the NNESTs are opting to find teaching jobs in the English speaking countries. The number of those joining TESOL programs is increasing in United States. By 1999 the number of TESOL students who were Non native speakers of English had risen to 40%. Johnson and Glombek ( 2010) stresses on the fact the English learners should be exposed to teachers who are competent in the field and not just some Native English speakers being given jobs as teachers without training. TESOL enhances that the teacher will be in a better position to teach the non native English speakers following the right methodologies. This enhances the demystification that native speakers of English are the inherently better English teachers than the non native English speakers (Simon, 2006). There was an issued statement over the discrimination of NNESTs in TESOL by the TESOL administration justifying that; English language teachers need to be proficient in the language despite their native languages (Tellez & Waxman, 2006). The most important thing is their teaching skills, experience, professionalism and adequate preparation (Johnson & Glombek, 2010). This declaration by TESOL opened a new chapter for the qualified NNESTs. The Non-Native English Speakers Teachers are the best to be entrusted with teaching English in the world. References Braine, G. (1999). Non-native educators in English language teaching. London: Routledge. Boxer, D. & Cohen, A. (2004). Studying speaking to inform second language learning. Buffalo, NY: Multilingual Matters. Claypole, M. (2010). Controversies in ELT. Norderstedt: BoD – Books on Demand. Dong, Y. (2004). Teaching language and content to linguistically and culturally diverse students: Principles, ideas, and materials. London: IAP. Gerbhardt, M. (2007). Learning Strategies in First and Second Language Acquisition. Berlin: GRIN Verlag. Gass, S. & Selinker, L. (2008). Second language acquisition: an introductory course. London: Taylor & Francis. Johnson, K. & Glombek, P. (2010). Research on Second Language Teacher Education Esl & Applied Linguistics Professional. London: Taylor & Francis. Kim, E. (2009). Do Non-Native Speakers Make Good ESL Teachers? The Journal of Adventist Education, Summer 2009, p. 40-42. Retrieved June 16, 2011 from http://circle.adventist.org/files/jae/en/jae200971054003.pdf LIurda, E. (2006). Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. Berlin, Heidelberg: Springer. Moussu, L. & LIurda, E. (2008). Non-native English-Speaking English Language teachers: History and Research. Lang. Teach, 41 (3), 315-348. Retrieved June 16, 2011 from http://www2.warwick.ac.uk/fac/soc/al/research/groups/ellta/elted/events/download.pdf Putz, M., Sicola, L. & Ptz, M. (2010). Cognitive processing in second language acquisition: inside the learner's mind. Amsterdam: John Benjamins. Simon, S. (2006). Teaching literature in ELT/TESOL classes. New Delhi: Sarup & Sons. Stekauer, P. (2005). Meaning predictability in word formation: novel, context-free naming units. Amsterdam: John Benjamins. Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge, England: Cambridge University Press. Tellez, K. & Waxman, H. (2006). Preparing quality educators for English language learners: research, policies and practices. London: Routledge. Read More