The IMPORTANCE of USING TEXTBOOKS Written BY NATIVE SPEAKERS

Summary

In this video, Susan Brodar discusses the importance of English textbooks being written by native speakers. While non-native speakers can be excellent at explaining language concepts due to their personal learning experiences, Susan argues that native speakers often produce materials that sound more natural and accurately reflect English usage. She shares examples of textbooks with minor errors or unnatural phrasing and encourages viewers to choose native-authored books when possible. However, she acknowledges the value of non-native authors in explaining the language and highlights that both perspectives can be valuable in language learning.

Takeaways

• 😀 Native speakers have an important advantage when writing English language learning textbooks due to their natural grasp of cultural and linguistic nuances.
• 😀 Non-native speakers can be valuable language teachers because they understand the challenges learners face, having gone through the process themselves.
• 😀 Language books written by non-native speakers may be grammatically correct but may lack the authentic English phrasing and cultural context native speakers provide.
• 😀 Susan Brodar discusses her experience observing a Dutch student using a textbook with some terminology errors, such as 'present time' and 'past time' instead of 'present tense' and 'past tense.'
• 😀 Some books are co-authored by native speakers, but the process might involve the non-native speaker creating most of the content, and the native speaker merely reviewing it.
• 😀 Books written by non-native speakers often sound less natural in English, even if the grammar is correct, because they may use indirect or 'flowery' language common in Latin-based languages.
• 😀 Textbooks written by native speakers are preferred because they avoid linguistic pitfalls and sound more authentic, reflecting true English usage.
• 😀 A textbook may be grammatically accurate but still contain missteps in tone, such as the way it presents concepts like history and literature, which are more concise in English.
• 😀 While non-native speakers can explain English well due to their personal experience with the language, their written works may still lack the native fluency that English speakers possess.
• 😀 Susan suggests that students and schools question the choice of textbooks and consider requesting those written by native speakers if they find non-native authored books lacking in natural language flow.

Q & A

Why does the speaker believe that textbooks should be written by native speakers?

The speaker believes that textbooks written by native speakers better reflect natural language usage and flow. Non-native speakers, while helpful in explaining the language due to their understanding of learning processes, may struggle to capture the essence and nuances of native speech.

What is the issue with the textbook the speaker observed in Holland?

The textbook referred to the present and past time instead of the correct terms, present tense and past tense. This indicates that the book was likely written by a non-native speaker, as other languages may use 'time' instead of 'tense.'

How does the speaker view the advantages of non-native speakers in teaching English?

The speaker acknowledges that non-native speakers have the advantage of understanding the challenges learners face when studying English. Their personal experience with language learning may help them relate better to students.

What are the problems the speaker encountered with books written by non-native speakers?

While the books may be grammatically correct, they often lack the natural flow of native English. For instance, literature written by Italian non-native speakers was correct but lacked the concise, to-the-point style of English writing.

What mistake did the speaker find in a multiple-choice question in a language textbook?

In a textbook written for Italian students, the speaker found a multiple-choice question where none of the three available answers were correct, forcing students to choose an incorrect option.

Why does the speaker think a native speaker's perspective is crucial for language learning textbooks?

The speaker argues that native speakers provide an authentic understanding of language, particularly when it comes to structure, vocabulary, and the tone of the language. This ensures that learners get accurate and culturally relevant language exposure.

What role do non-native speakers play in the development of language learning books?

Non-native speakers are valuable in language learning books because they can explain language concepts more effectively, having gone through the learning process themselves. However, the speaker believes they should not be the primary writers of the books.

How does the speaker suggest schools handle language learning textbooks?

The speaker suggests that if schools are using textbooks written by non-native speakers, students should question whether alternative textbooks by native speakers are available. This way, the content can better reflect authentic language use.

What does the speaker think about textbooks that involve both non-native and native authors?

The speaker believes that when a textbook is co-authored by non-native speakers and native speakers, the result is often a book that is grammatically correct but doesn’t always capture the nuances of native English. The native speaker's input may not be comprehensive enough to ensure the book sounds authentically English.

What does the speaker say about the style of writing in English compared to Latin-based languages?

The speaker notes that English writing tends to be concise and to the point, while Latin-based languages (like Italian) tend to be more flowery and indirect. This difference in writing style can make books written by non-native speakers sound awkward or overly elaborate when written in English.