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Native or Non-native speakers. Who are the better English teachers?

Author: Svenja Christen

Publisher: GRIN Verlag

Published: 2010-01-25

Total Pages: 17

ISBN-13: 364051789X

Seminar paper from the year 2008 in the subject English - Miscellaneous, grade: 1, , language: English, abstract: In today’s globalised world language knowledge becomes more and more important for good and skilled communication. Especially the knowledge of one language – the world language English – is necessary to be competitive and able to communicate worldwide. The status of English as a world language is obviously due to its large amount of native speakers all over the world, but also its simplicity in grammar, structure and vocabulary makes it to one of the most important languages in the world. There are approximately 380 million native speakers of English and more than 700 non-native speakers of English all over the world, which results in large parts of today’s communication taking place in English. Thus good English language knowledge is a precondition for many jobs and educations. This places great importance on today’s English language education. It has to be of high quality and learners have to acquire the language as good and as fast as possible. But who can perform the job of an English teacher best? There has been lots of discussion in the past years about whether native or non-native speakers are better at language teaching. Due to globalisation also the amount of English teachers available is rising steadily. Today’s English teachers come from a broad range of different countries and thus have differing cultural and linguistic backgrounds. Those backgrounds have again influence on the teachers’ teaching styles and methods and their general understanding of the teaching context and their students. Moreover, today’s English teachers have different levels of knowledge of the target language and culture. In this paper, I will thus have a look at the following question: Native speakers of English or non-native speakers of English – who are the better English teachers? Native speakers, on the one hand know their language perfectly, faultlessly and naturally. Non-natives on the other hand are more familiar with the students’ language learning process and have a better understanding of the learners’ needs. Thus, who is the ideal language teacher for the challenging task of teaching the world language English?

Native and Non-Native Teachers in English Language Classrooms

Author: Juan de Dios Martinez Agudo

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2017-05-08

Total Pages: 362

ISBN-13: 1501504142

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Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession. Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences. This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

The Non-Native Teacher

Author: Péter Medgyes

Publisher:

Published: 2017-03

Total Pages: 172

ISBN-13: 9781901760118

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Non-native Educators in English Language Teaching

Author: George Braine

Publisher: Routledge

Published: 2013-10-08

Total Pages: 256

ISBN-13: 1135461864

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The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

Is it better to learn English from a native or a non-native speaker teacher?

Author: Clara Winterfeld

Publisher: GRIN Verlag

Published: 2018-04-12

Total Pages: 5

ISBN-13: 3668682976

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Essay from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: For decades, there has been a widespread assumption in the field of English language education that native speakers are better teachers. They are said ‘to speak “unaccented” English, understand and use idiomatic expressions fluently, and completely navigate the culture of at least one English-dominant society. As a result, nonnative English-speaking educators have found themselves often implicitly, and sometimes explicitly discriminated against’ native speakers of English. Around the world 80 per cent of English language teachers are non-native speakers of English. But native speakers of English are usually given more value: they find it easier to get a job as an English teacher and get in general better payed. They are seen as belonging to a higher professional status than non-native speakers. It is said that as native speakers grew up speaking English they are more acquainted with the language and with that provide a better language education to their students.

Non-Native Language Teachers

Author: Enric Llurda

Publisher: Springer Science & Business Media

Published: 2006-06-09

Total Pages: 332

ISBN-13: 9780387328225

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As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.

Nonnative Speaker English Teachers

Author: George Braine

Publisher: Routledge

Published: 2010-04-05

Total Pages: 125

ISBN-13: 1135152020

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This book traces the origins and growth of the nonnative speaker teacher movement in TESOL since its birth a decade ago, summarizes the research that has been conducted, highlights the challenges faced by NNS teachers, and promotes NNS teachers’ professional growth.

Grammar Nonsense and What To Do about It

Author: Hugh Dellar

Publisher: Wayzgoose Press

Published:

Total Pages: 100

ISBN-13:

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Do you hate teaching some aspects of grammar? Do you ever feel frustrated that your students just don’t get it? Well, in Grammar Nonsense, Andrew Walkley and Hugh Dellar argue that you shouldn’t really blame yourself. The fault lies largely with the way grammar rules and methods have been passed down through training and published material and become established as the way of doing things: a straightjacket that we need to escape from. Through an entertaining series of rants and meditations on all things grammatical, from the use of the word grammar to the horror of teaching verb patterns, they aim to pull apart rules which we give without thinking and to question approaches to practice that are seen as a must. Along the way, you’ll not only learn how published materials get written and about ideas such as the transformation fallacy and grammar olives, but you’ll also get plenty of practical suggestions as to what to do about all this nonsense.

Asian Englishes

Author: Braj B. Kachru

Publisher: Hong Kong University Press

Published: 2005-02-01

Total Pages: 358

ISBN-13: 9622096654

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This book provides crucial reading for students and researchers of world Englishes. It is an insightful and provocative study of the forms and functions of English in Asia, its acculturation and nativization, and the innovative dimensions of Asian creativity. It contextualizes a variety of theoretical, applied and ideological issues with refreshing interpretations and reevaluations and can be used both as a classroom text and a resource volume.

Grammar for Teachers

Author: Andrea DeCapua

Publisher: Springer Science & Business Media

Published: 2008-01-31

Total Pages: 454

ISBN-13: 0387763317

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The purpose of Grammar for Teachers is to encourage readers to develop a solid understanding of the use and function of grammatical structures in American English. It approaches grammar from a descriptive rather than a prescriptive approach; however, throughout the book differences between formal and informal language, and spoken and written English are discussed. The book avoids jargon or excessive use of technical terminology. It makes the study of grammar interesting and relevant by presenting grammar in context and by using authentic material from a wide variety of sources.