Native-speakerism

Summary

This presentation explores the concept of native speakerism in English Language Teaching (ELT), focusing on the preference for Native English-Speaking Teachers (NESTs) over Non-Native English-Speaking Teachers (NNESTs). The term, coined by Holliday in 2005, highlights the ideological bias that positions NESTs as superior. The script discusses the use of NESTs as a marketing strategy, the advantages and disadvantages of both NESTs and NNESTs, and the evolving debate about what makes a good teacher. Ultimately, it argues for a focus on qualifications and experience over nativity in hiring decisions.

Takeaways

• 😀 Native speakerism refers to the ideology that native English-speaking teachers (NESTs) are superior to non-native English-speaking teachers (NNESTs), a view that can lead to discrimination in the teaching profession.
• 😀 This ideology creates a dichotomy between NESTs and NNESTs, often associating native speakers with cultural superiority and better teaching abilities.
• 😀 The term 'native speakerism' was coined by Holliday in 2005, highlighting the widespread discrimination faced by non-native teachers in the English language teaching (ELT) industry.
• 😀 Native speakerism can lead to a 'cultural disbelief,' where non-native speakers are perceived as incapable of making significant contributions to ELT.
• 😀 Some schools and administrators use the hiring of native speakers as a marketing strategy to attract students, despite the fact that non-native teachers can be just as effective.
• 😀 According to research by the British Council, up to 70% of ELT jobs advertise for NESTs, reinforcing the myth that only native speakers can teach English effectively.
• 😀 Over time, the perception of native speakers as the ideal teachers has evolved, with a growing recognition that being a native speaker is not the only determinant of a good teacher.
• 😀 Peter Medgyes' work on non-native teachers has helped stimulate debate on the topic, challenging the idea that native speakers are inherently better teachers.
• 😀 The preferences for hiring NESTs have led to unequal pay and opportunities for NNESTs, with non-native teachers often paid less for similar roles.
• 😀 There are both advantages and disadvantages for both NESTs and NNESTs: native speakers have high proficiency in language nuances, while non-native speakers can better relate to learners' difficulties and offer insights from their own language learning experiences.

Q & A

What is the definition of native speakerism?

Native speakerism, coined by Holliday in 2005, refers to the ideology that native English-speaking teachers (NESTs) are considered superior to non-native English-speaking teachers (NNESTs). This belief often leads to discrimination, where non-native teachers and students are viewed as culturally inferior and in need of Westernized teaching methods.

Why is native speakerism considered discriminatory?

Native speakerism is considered discriminatory because it creates an unequal system where non-native English teachers (NNESTs) are often overlooked or undervalued, despite having the necessary qualifications and teaching skills. The ideology also promotes the false notion that native speakers are inherently better teachers.

How is native speakerism used as a marketing strategy?

Some educational institutions use native speakerism as a marketing tool, advertising jobs exclusively for native speakers or offering higher salaries to NESTs. This perpetuates the belief that native teachers are superior, even though qualifications, experience, and teaching skills should be the main criteria.

What are the key terms introduced in the presentation?

The presentation introduces several key terms: NEST (Native English-Speaking Teacher), NNEST (Non-Native English-Speaking Teacher), TESOL (Teaching English to Speakers of Other Languages), and TENOR (Teachers of English who are native speakers of other languages). These terms help clarify the distinction between different types of English teachers.

What are the advantages of being a native English-speaking teacher (NEST)?

NESTs often have a natural proficiency in English, including a deep understanding of idioms, phrasal verbs, pronunciation, and word meanings. Their first-hand knowledge of the language allows them to provide authentic language models to students.

What are the advantages of being a non-native English-speaking teacher (NNEST)?

NNESTs often have a better understanding of the challenges learners face when acquiring English, as they themselves have gone through the learning process. This experience allows them to anticipate language difficulties and teach strategies to overcome them. Additionally, NNESTs can use their shared first language (L1) to help explain concepts to learners.

What role does cultural disbelief play in native speakerism?

Cultural disbelief, as described by Holliday, is a fundamental doubt that non-native English-speaking teachers cannot make meaningful contributions to English Language Teaching (ELT). This belief reinforces the idea that only native speakers can provide the 'correct' or authentic language teaching.

How has the debate over native speakerism evolved in the field of ELT?

The debate began with Peter Mayes' book 'The Non-Native Teacher' in 1994, and over the years, numerous studies have shown that native speakerism is a biased and discriminatory ideology. While there is still a preference for NESTs in some parts of the world, many academics argue that a teacher's qualifications, experience, and teaching skills are more important than their native language.

Why is it problematic to advertise jobs exclusively for native English speakers?

Advertising jobs exclusively for native speakers is problematic because it overlooks qualified non-native English teachers, potentially leading to inequality in employment opportunities. It also perpetuates the belief that only native speakers are capable of teaching English effectively, which is not true.

What is the future of native speakerism in English language teaching?

While native speakerism is still prevalent in many parts of the world, the future of English language teaching is moving towards greater recognition of the value that non-native teachers bring to the classroom. The debate about the superiority of NESTs is expected to continue, but ultimately, teaching effectiveness should be based on a teacher’s qualifications, experience, and skills, rather than their native language.