Native Speakerism, The Blind Leading The Blind

Summary

In this video, the speaker challenges the concept of 'native speakerism,' which suggests that native speakers are inherently the best language teachers. They explain that while native speakers can model pronunciation, they may lack the teaching skills to help students physically produce certain sounds. The video highlights the importance of understanding language mechanics and contrasts the role of a native speaker as a teacher versus a fluent speaker. The speaker also critiques poorly structured language courses and emphasizes that effective teaching requires more than just language proficiency—it requires proper pedagogical skills.

Takeaways

• 😀 Native speakerism is the belief that native speakers are always the best teachers, but this idea is misleading.
• 😀 Speaking the language fluently as a native speaker doesn't necessarily mean a person can teach others how to produce specific sounds.
• 😀 Effective language teaching requires not just speaking the language well but also knowing how to teach pronunciation and other skills.
• 😀 Non-native teachers can still be excellent language instructors if they have the right teaching methods and understanding.
• 😀 Native speakers may struggle to teach students how to produce sounds they’ve never had to consciously think about.
• 😀 The focus of language learning should be on teaching productive skills (how to produce sounds) rather than just receptive skills (how to recognize sounds).
• 😀 The idea that students can't speak fluently because they were not taught by native speakers is a flawed, dangerous belief that can harm their progress.
• 😀 A good language teacher uses techniques such as physical movements (e.g., tongue and lip positioning) to help students learn how to produce sounds.
• 😀 Native speakerism often stems from incorrect assumptions about language learning and teaching that have been passed on to students.
• 😀 Many teachers enter the profession due to boredom, lack of interest, or retirement, not necessarily because they have the skills to teach effectively.
• 😀 Specialized courses focusing solely on grammar and conversation are unnecessary since these skills are already integrated into most language courses.

Q & A

What is the main topic of the video?

The video discusses the concept of native speakerism and explores the differences between native speakers as teachers and non-native speakers as teachers. It focuses on the misconception that only native speakers can be effective language teachers.

What is native speakerism, and how does the speaker address it?

Native speakerism is the belief that native speakers of a language are inherently the best teachers. The speaker acknowledges this theory but stresses that it is a misconception and doesn't delve into whether native speakerism is good or bad. Instead, the speaker focuses on the real issue: the difference between native speakers as teachers and as language speakers.

What is the danger of teachers believing in native speakerism?

The danger is that teachers who adhere to the belief that only native speakers can teach a language may pass on incorrect or harmful ideas to their students. The speaker refers to this as 'the blind leading the blind' because such teachers may lack the skills needed to teach language production effectively.

How does the speaker explain the issue of language fluency and pronunciation?

The speaker highlights that some learners have difficulty producing certain sounds, such as the 'th' sound in English, because they were taught by local, non-native teachers in their formative years. This can lead to challenges in achieving native-like fluency, but the speaker emphasizes that the issue lies not in the absence of native speakers as teachers, but in the approach to teaching specific sounds and pronunciation.

What is the difference between receptive and productive skills in language learning?

Receptive skills involve understanding and recognizing sounds, words, and structures (e.g., listening and comprehension). Productive skills involve the ability to produce and use those sounds or structures correctly in speech or writing. The speaker points out that native speakers typically help with receptive skills (e.g., by repeating correct sounds), but non-native teachers may be better equipped to teach productive skills, such as how to physically produce those sounds.

How does the speaker describe the process of teaching pronunciation?

The speaker shares a video of Adrian Andre Hill, explaining how to teach pronunciation through physical movements, such as using the lips and tongue. The method focuses on helping students understand the physicality of producing specific sounds, which goes beyond simply mimicking how a sound sounds (receptive skill) and helps them learn how to produce the sound themselves (productive skill).

What is the speaker’s view on native speakers teaching language production?

The speaker argues that while native speakers can demonstrate how sounds should sound, they may struggle to teach students how to physically produce those sounds. Non-native speakers who understand the mechanics of speech production might be better equipped to teach these productive skills.

What does the speaker think about people who teach languages out of boredom or necessity?

The speaker expresses concern about individuals who enter the teaching profession not because they are passionate or skilled but out of boredom or financial necessity. Such teachers may lack the motivation and expertise to provide quality language education, which can negatively affect their students.

Why does the speaker criticize grammar and conversation courses?

The speaker criticizes specialized courses that claim to teach 'grammar and conversation' separately, pointing out that these are already integral components of regular language courses. The idea of a course dedicated only to grammar and conversation is seen as unnecessary and misleading.

What is the potential harm of spreading the idea of native speakerism to students?

Spreading the idea that native speakers are the only effective teachers can mislead students into thinking they need a native speaker to master the language. This belief can create unrealistic expectations and hinder effective language learning, especially for those who do not have access to native-speaking teachers.