tefl for non-native
english speaking
teachers (30) The
english language is perhaps the most well-studied and aggressively taught language in the world. It is indeed an international language with global importance that is spoken by far more people as a second language than as a mother tongue (Llurda, 2004). Many studies have been conducted regarding the learning of the
english language with the increasing interest in the Teaching of
english as a Foreign Language (
tefl) by non-native
english speaking
teachers. There are however, certain issues that arise regarding the term non-native
english-speaking
teacher (NNEST) in the profession. Issues such as who would be hired best, a native or a non-native
english speaker? Or who would be more successful in the field of
tefl, a native or a non-native
english speaker? A non-native
english-speaking
teacher (NNEST) is an
english teacher whose mother tongue is not
english (Wikipedia). He or she must have acquired
english in various ways, such as by an early or late education in
english, from migrating to an
english-speaking country or it could have been not just his or her 2nd language, but 3rd or 4th additional language. Maum (2002), of the Center of Applied Linguistics, said that there has been an increasing number of non-native
english speaking
teachers in the field of
english language teaching (
efl). As the need for learning the
english language as increased all over the world, therefore, the need for
english teachers has also increased. The availability of non-natives have perhaps outweighed the presence of natives, but it can be discriminating to the non-native to be a second priority in the hiring process than that of their native counterparts, while they may possess the necessary credentials. Medyes, in 1991, believed that the dichotomy of native- and non-native
english-speaking
teacher has caused a division among the ELT professionals. This division is largely felt in non-
english speaking countries seeking for qualified
english teachers. The terminology has created an issue most specially in the hiring of
teachers in non-
english-speaking countries (Maum, 2002). It is perhaps related to the proper acquisition of pronunciation skills of
english words as non-natives tend to retain their native accents even if they are well-versed with the grammar aspects and are influential
teachers in the classroom. There are also instances wherein a native-
english-speaker without teaching qualifications would be favourably hired as compared to that of a NNEST. Bradridge (2011) of Global
english witnessed such discrimination, or the ‘second-class citizen” syndrome, when one of the British
english teachers asked the fellow NNEST from Germany as to how he could claim to teach
english when it is not even his own language. However, Medgyes believed that NNESTs may be less qualified in the
english language proficiency but they are good learner models as they were able to have gone through the process of getting educated in
english as a second (or third) language. As a learner model, they could better identify the needs of their students as they were able to experience being
english students themselves. That could be slightly different for NNESTs assigned to teach in another country with a different language that of his or her mother tongue, but they would still be extra sensitive to the needs of their students. Bradridge (2011) further acknowledges that their company hires non-natives more than native-speakers because these
teacher have studied
english in far more depth and detail than their native-speaker counterparts. In conclusion, whatever the native language of the
teacher is, be it
english or not, as long as he or she has undergone a rigorous
english language training and has received the proper
certification, then he or she is qualified to teach and has every right to be hired. Many non-native
english speakers studied
english since they were young up until their university years. Others have even further enhanced their learning by travelling to
english-speaking countries to perfect their accents and pronunciation. Whatever the roads travelled by the native-Speaker or the non-native speaker, so long as they teach
english correctly and that they have the proper credentials to teach, then together, they would both succeed in their own rights as
english teachers. REFERENCES: Bradridge, W. (2011). Do non-native
english speakers make better
tefl teachers? http://www.global-
english.com/news/do-non-native-
english-speakers-make-better-
tefl-
teachers/ Maum, R. (2002). Nonnative-
english-Speaking
teachers in the
english Teaching Profession. Center for Applied Linguistics. Eric Clearinghouse on Languages and Linguistics.
usa. http://www.cal.org/resources/digest/0209maum.html Medyes, P. (1991). Native or non-native: Who's worth more? Oxford Journals Online: http://eltj.oxfordjournals.org/content/46/4/340.abstract Llurda, E. (2004). Non-native-speaker
teachers and
english as an International Language. University of Leida. http://www.davidrobertson.info/uploads/1/0/3/6/10363557/non-native-speaker_
teachers_and_
english_as_an_international_language_llurda.pdf Wikipedia. (2009). NNEST. http://en.wikipedia.org/wiki/NNEST