Status of the Nonnative-English-Speaking Teacher
Status of the Nonnative-English-Speaking Teacher
The term nonnative-English-speaking teachers (NNESTs) has created a division among professionals in the ELT profession. Supporters of the term believe that it is necessary to distinguish between native- and nonnative-English-speaking teachers because their differences are, in fact, their strengths and should be recognized. Those who oppose the dichotomy feel that differentiating among teachers based on their status as native or nonnative speakers perpetuates the dominance of the native speaker in the ELT profession and contributes to discrimination in hiring practices.
Native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999; Canagarajah, 1999; Rampton, 1996). But many in the profession argue that teaching credentials should be required of all English teachers, regardless of their native language (Nayar, 1994; Phillipson, 1996). This would shift the emphasis in hiring from who the job candidates are (i.e., native or nonnative speakers of English) to what they are (i.e., qualified English teachers) and allow for more democratic employment practices.
Phillipson (1996) uses the phrase “the native speaker fallacy” to refer to unfair treatment of qualified NNESTs. The term was coined as a reaction to the tenet created at the 1961 Commonwealth Conference on the Teaching of English as a Second Language in Makarere, Uganda, which stated that the ideal teacher of English is a native speaker. There is no doubt that native speakers of a language have a feel for its nuances, are comfortable using its idiomatic expressions, and speak it fluently. However, the Makarere tenet is flawed: People do not become qualified to teach English merely because it is their mother tongue, and much of the knowledge that native speakers bring intrinsically to the ESL classroom can be learned by NNESTs through teacher training. Phillipson (1996), for example, points out that nonnative speakers can learn to use idioms appropriately, to appreciate the cultural connotations of the language, and to determine whether a given language form is correct. In addition, there are many ways in which nonnative teachers are at an advantage in teaching English.
The term nonnative-English-speaking teachers (NNESTs) has created a division among professionals in the ELT profession. Supporters of the term believe that it is necessary to distinguish between native- and nonnative-English-speaking teachers because their differences are, in fact, their strengths and should be recognized. Those who oppose the dichotomy feel that differentiating among teachers based on their status as native or nonnative speakers perpetuates the dominance of the native speaker in the ELT profession and contributes to discrimination in hiring practices.
Native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999; Canagarajah, 1999; Rampton, 1996). But many in the profession argue that teaching credentials should be required of all English teachers, regardless of their native language (Nayar, 1994; Phillipson, 1996). This would shift the emphasis in hiring from who the job candidates are (i.e., native or nonnative speakers of English) to what they are (i.e., qualified English teachers) and allow for more democratic employment practices.
Phillipson (1996) uses the phrase “the native speaker fallacy” to refer to unfair treatment of qualified NNESTs. The term was coined as a reaction to the tenet created at the 1961 Commonwealth Conference on the Teaching of English as a Second Language in Makarere, Uganda, which stated that the ideal teacher of English is a native speaker. There is no doubt that native speakers of a language have a feel for its nuances, are comfortable using its idiomatic expressions, and speak it fluently. However, the Makarere tenet is flawed: People do not become qualified to teach English merely because it is their mother tongue, and much of the knowledge that native speakers bring intrinsically to the ESL classroom can be learned by NNESTs through teacher training. Phillipson (1996), for example, points out that nonnative speakers can learn to use idioms appropriately, to appreciate the cultural connotations of the language, and to determine whether a given language form is correct. In addition, there are many ways in which nonnative teachers are at an advantage in teaching English.
posted by Apeesit อภิสิทธิ์ at 12:58 pm
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