NATIVE ENGLISH TEACHEROR

NON- NATIVE ENGLISH TEACHER?

This is my question.

Halina Ostankowicz- Bazan

8/2/2017

IS ENGLISH A GLOBAL LANGUAGE?

In the fields of business, academics, science, computing, education, transportation, politics and

entertainment, English is already established as the de facto lingua franca.

The UN, currently uses five official languages: English, French, Spanish, Russian and Chinese,

and an estimated 85% of international organizations have English as at least one of their official

languages (French comes next with less than 50%).

About one third of international organizations (including OPEC, EFTA and ASEAN) use English

only, and this figure rises to almost 90% among Asian international organizations.

English is crucially important for developing international markets, especially in the areas of tourism

and advertising, and mastery of English also provides access to scientific, technological and

academic resources which would otherwise be denied developing countries.

Global English

WORLD MAP OF COUNTRIES BY ENGLISH BEING THEIR OFFICIAL LANGUAGE

The percentage of native English speakers living in

"inner circle" English-speaking countries.

Native speakers are now substantially outnumbered worldwide by second-

language speakers of English

United States (64.3%)

United Kingdom (16.7%)

Canada (5.3%)

Australia (4.7%)

South Africa (1.3%)

Republic of Ireland (1.1%)

New Zealand (1%)

Other (5.6%)

English-speaking world

English is the third largest language by number of native speakers, after

Mandarin and Spanish.

David Crystal calculates that non-native speakers as of 2003 outnumbered

native speakers by a ratio of 3 to 1.

When combining native and non-native speakers, English is the second most

widely spoken language worldwide.

Besides the major varieties of English, such as American English, British

English, Indian English, Canadian English, Australian English, Irish English,

New Zealand English and their sub-varieties, countries such as South Africa, the

Philippines, Jamaica and Nigeria also have millions of native speakers of dialect

continua ranging from English-based creole languages to Standard English.

If I were in charge of a language-teaching institution, I would

want to know four things about applicants: are they fluent?

are they intelligible? do they know how to analyze language?

are they good teachers? I would not be interested in where

they were born, what their first language was, or whether

they had a …

― DAVID CRYSTAL

WHO IS A NATIVE SPEAKER?

“A native speaker (NS) of a language is a person who has

acquired the language a their first language in childhood.

Native speakers are considered to know this language

intuitively, and to use it accurately, fluently and

appropriately.”

(Scott Thornbury, An A-Z of ELT)

“born in an English speaking country” and “grew up speaking English at home”

DAN BAINES

NNEST (/ɛnˈnɛst/ en-NEST) or non-native English-speaking

teachers is an acronym that refers to the growing body of English language teachers who speak

English as a foreign or second language. The term was coined to highlight the dichotomy between

native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).

Issues related to NNESTs attract the attention of language teachers, language specialists, teacher

educators, and graduate students from all over the world. TESOL[1] (Teachers of English to the

Speakers of Other Languages) organization has a NNEST Interest Section.[2] Two local TESOL

affiliates in North America, WATESOL (Washington Area TESOL) and CATESOL (California TESOL)

have NNEST entities.

NNEST - Wikipedia

https://en.wikipedia.org/wiki/NNEST

non-native speaker

noun [ C ] /ˌnɒn.neɪ.tɪv ˈspiː.kər/ /ˌnɑːn.neɪ.t̬ɪv ˈspiː.kɚ/

someone who has learned a particular language as a child or adult rather than as a baby :

WHO IS NON - NATIVE ENGLISH TEACHER

Erzsebet Bekes & Marcela Carrasco re-examine the

NEST vs NNEST debate and argue that a change in

perception is long overdue.

With English becoming a global / international language,

NNESTs are gaining a competitive advantage: they are

bilingual and bicultural (often multilingual and

multicultural) as well as lifelong learners of an additional

language.

July 2017

NATIVE SPEAKERS IN ESL- NOWADAYS

Nowadays, the definitions of native speaker vs. non-native speaker are outdated.

Many people today are bilingual- speak two languages or more proficiently.

Non-native speakers have learned English in a classroom, and so are more equipped to teach it to others.

NATIVE SPEAKERS IN ESL-BEFORE

Up until the 1990’s, it was believed that the objective of L2

learners was to achieve the level of a native English speaker.

Native speakers were considered to be better ESL teachers,

regardless of proficiency or experience.

Any difference from speaking as a native speaker was

considered a failure.

Native and Non-Native Teachers in English Language Classrooms:

Professional Challenges and Teacher Education 8 May 2017

Juan de Dios Martinez Agudo

Walter de Gruyter GmbH & Co KG,

May 8, 2017

In today's world, being a NS or NNS should not really matter

but rather teachers' professional competences.

This publication thus provides a forum of reflection and

discussion for all L2 educators who need to be aware of how

much they might offer to their future students.

The controversial issue of (non)nativeness still remains

unresolved.

THE ‘NATIVE FACTOR’ – THE HAVES AND THE

HAVE-NOTS

…AND WHY WE STILL NEED TO TALK ABOUT THIS

IN 2016

Silvana Richardson, Bell

Students showed a positive attitude towards NNESTs

The majority would rather learn from local NNS English teachers

instead of NS teachers.

They liked studying with NNSTs.

Most did not encounter problems with NNSTs because of their ‘non-

nativeness’.

NNSTs taught as effectively as NTS. Cheung’s findings

Using Kachru’s Circle Theory

Studies suggest that there were (in 2001) an estimated 375 million users of English in Inner-Circle societies, 375 million in Outer-Circle (ESL) societies, and 750-1,000 million in the Expanding (EFL) Circle (McArthur,

2001)

The vast majority of teachers of English as a second and foreign language in the world today are ‘non-native’ teachers working in a wide range of settings in Outer-Circle and Expanding-Circle societies. (p. 261, Bolton, 2006).

Non-native English speaking teachers = NNESTs

BENKE AND MEDGYES’ FINDINGS

‘Both NS and NNS teachers play an important role; neither group

should be dispensed with.’

The overwhelming majority of the participants felt that it was important that teachers should be able to translate (84.4%)

Ideally both NS and NNS teachers should teach them (82%)

The least popular statement was ‘I wish I had only NNS teachers’ (5.9%)

“

”

Mahboob and Golden’s findings

“Nativeness” was the single most frequent criterion mentioned in the

advertisements (79%)

49% of the advertisements listed specific countries from which the

applicants must come

95% the US

89% the UK

84% Canada

66% Australia

55% New Zealand

37% Ireland

24% South Africa

2 advertisements specified race: “white” or “Caucasian” native

speakers

IMPACT OF ‘NATIVE SPEAKER WANTED’ ADS

‘Teaching job announcements that indicate a preference or requirement for a "native" speaker of English trivialize the professional development teachers have received and teaching experience they have already acquired. Such announcements are also discriminatory […] [and] ultimately harm all teachers (native or not) by devaluing teacher education, professionalism, and experience.’

CATESOLs position paper opposing discrimination against Non-Native English Speaking Teachers (NNESTs) and teachers with "non-standard" varieties of English (2013)

MAHBOOB AND GOLDEN’S FINDINGS

“Nativeness” was the single most frequent criterion mentioned in the

advertisements (79%)

49% of the advertisements listed specific countries from which the

applicants must come

Australia

Canada

Ireland

New Zealand

South Africa

UK

US

STUDENT PERCEPTION STUDIES IN SUMMARY

‘Students are not necessarily as impressed

by native speaker teachers as one might suppose.’Cook (2005)

Students generally value professional and personal qualities over

‘nativeness’

Both ‘NESTs’ and ‘NNESTs’ are perceived to be competent teachers, each

with unique strengths

Preference is inconclusive

Some studies indicate a preference for both

Others show a preference for NNESTs

Others report a preference for NESTs

October 19, 2016

The groups who found native speakerism the least justifiable are the people in jobs that typically require a greater amount of experience. What is interesting in the case of academic management is that these are often the people responsible for the hiring of teachers as the further discrimination of NNESTs. What is striking is that 73% of ex-teachers felt that these hiring practices were unjustified.

DAN BAINES

What do you think about the statements?

‘‘Native speakers are the best teachers of their own language.”

‘‘Asian schools are providing their customers with what they want: native

English speakers.”

‘‘I wouldn’t have my child learn English from a non-native speaker.”

‘‘Parents do care about the white face, even to the point of preferring a white

non-native speaker to an Asian native speaker.”

HOPES FOR THE FUTURE

Having even opportunities for NESTs and non-NESTs

Letting all teachers to be judged as individuals rather than

as representatives of potentially prejudicial categories.

Teachers who are to produce bilinguals should themselves be bilingual, i.e., be reasonably fluent

speakers of both the target language and the language of their pupils.

Butzkamm, W and Caldwell, J. 2009.

How to Be a GREAT ESL Teacher, No Matter What Your Background Is

The skills and qualities that make an effective language teacher are the most significant.

Why do we need to talk about native speakerism? - BBELT 2017 plenary part 1

https://youtu.be/GFRIna9yFx8

https://youtu.be/gzu8dcDk84g

Marek Kiczkowiak, PhD student at the University of York, UK

In the case of native speakerism, what maintains it in power as an ideology are various discourses in ELT

and SLA which through knowledge and social practice make it appear justifiable. While it is impossible to

review all of them here, this article will focus on four:

1. the ‘native’ and ‘non-native speaker’ dichotomy;

2. the ‘native speaker’ fallacy (Phillipson, 1992), or the view that a ‘native speaker’ is a priori better suited

for teaching English than a ‘non-native speaker’;

3. the comparative fallacy (Moussu & Llurda, 2008), or the view that ‘native’ and ‘non-native speaker’

teachers are characterized by a set of fixed strengths and weaknesses;

4. ELT recruitment policies.

The analysis of these discourses will be followed by a proposal to debate and discuss them with students in class in order to raise their awareness of native speakerism in ELT.

https://halinaostankowicz.blogspot.

com/

What Advantages Non-native Speakers Have Over Native Speakers???

They Understand Students Better

They Understand the Differences between English and L1

They Understand the Students’ Cultural Background

Only if the teacher and students have the same cultural background.

The non-native speaker might understand which aspects of the

students’ culture may not be compatible with English-speaking

cultures, things like, for example, greetings and customs.

What can non-native English-speaking

teachers (NNESTs) do better?

What can native English-speaking teacher

(NESTs) do better?

Could you please answer the questions?

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THANK YOU FOR WATCHING

Halina Ostankowicz- Bazan

8/2/2017