中学部         焦云

In many schools, there is a mixed staff of both non-native English-speaking teachers (NNEST) and native English-speaking teachers (NEST). There has been debate as to whether NNEST is better or NEST is more advantageous in English language teaching. Of course, there is no conclusive answer to this debate. In this paper, the advantages and the disadvantages of different types of English teachers are illustrated. In addition, the implications for English teaching is discussed.

Advantages of Native English-Speaking Teachers

As native speakers, NESTs speak more fluently and intuitively correctly than their non-native colleagues. They have sociolinguistic competence, which means they know how to speak appropriately in different contexts, due to their knowledge of the speech community’s cultural background and communication rules and strategies. NESTS also have the native speaker’s creativity in language use and knowledge of standard and non-standard forms of English, which is a big advantage over non-native English speakers. The NEST’s language is much more authentic, living and perfect than the NNEST’s language. That means that the native’s language is more correct and up to date than the nonnative’s language as the NNEST might use an outdated, too formal or “bookish” style of the language. Lastly, the native speaker’s pronunciation, vocabulary and intonation give an advantage to native speakers and call them the “perfect language model” for learners.

Disadvantages of Native English-Speaking Teachers

Despite the many advantages a native speaker teacher has, using NESTs as educators can also result in several problems. One major problem is that native speakers often are hired as teachers simply because they are native speakers and not because of their teaching competences. This can result in having a teacher with good language skills, but little or no teaching skills. But language knowledge is not enough to be a successful teacher, as a teacher also has to know teaching methods and strategies and has to understand his or her students, their problems and their cultural backgrounds. Native speakers might also have problems to understand their students’ mistakes and problems with the language or the learning process, as they often are not able to speak or understand their students’ native language and thus can neither understand the problems occurring through negative transfer from the native language nor make use of the students’ native language in the teaching context to explain certain concepts or problems. Moreover, native speakers might not always be conscious of the language rules and structures of the language they teach, as they use those innately and not as conscious as a teacher who himself has learned the language as a second language. Also, the learning process of the language is unknown to the NEST, as he or she has acquired the language as first language and not learned it in a school or other learning setting as his or her students do.

Advantages of Non-Native Speaker English Teachers

Although many language teaching institutions prefer native speakers as teachers, NNESTs have many advantages in language teaching as well. Most importantly, NNESTs have a better insight into the language learning process than native speakers have. That means, they have undergone the same learning process, the same problems, and the same mistakes as their students experience and thus can also be the perfect language learner models for their students. They can motivate their students by showing that it is possible to achieve high proficiency in a second language through learning. Furthermore, NNESTs who share the same native language as the students can make use of the knowledge of native language for understanding and explaining the students’ problems and conflicts between the target language and the learners’ native language. This NNEST can also make use of the students’ native language to explain complex structures, vocabularies or any other problems in class. The NNEST’s knowledge of the students’ cultural background also helps the teacher understand their learning styles and the language teaching institution’s methods and techniques.

Disadvantages of Non-Native Speaker Teachers

NNESTs also have their weaknesses in and problems with English language teaching. First and foremost, NNESTs do not have the fluency, general language proficiency and cultural knowledge as NESTs have. This means that they are not as secure and flexible in language use as their native colleagues are. NNESTs might also lack communicative competence as they often use English only in classroom contexts and with their fellow non-native colleagues and lack the contact to native English speakers. Thus their “version” of English might be outdated, incorrect or too formal. Of course, many non-native speakers are aware of this difference between their knowledge of the English language and the knowledge of a native speaker and this might lead to a feeling of inferiority towards native speakers. This might again cause a certain insecurity in their use of the English language and a feeling to defend themselves as teachers.

Implications for English Teaching

As both NNESTs and NESTs have their strengths and weaknesses, the school should take advantage of their strengths while trying to avoid their weaknesses. This can be reflected in, but not limited to, the following aspects.

Use different teachers for different areas of English teaching.

As NESTs acquired their English knowledge in a natural setting, they may not be aware or have sufficient knowledge of English grammar. Therefore, for grammar teaching, the NNESTs can play the predominant role. Conversely, the NESTs can be assigned classes of oral English teaching and listening comprehension, which they are good at.   

Use different teachers for students with different levels of proficiency.

For students whose English are the least proficient or who are just beginners, communicating with NESTs may be unrealistic and ineffective. For this group of students, the NNESTs can serve the head starter and teach them very basic English skills and knowledge before they can be taught the NESTs. On the other hand, for students whose English proficiency is good enough, they can be diverted to more advanced classes taught by the NESTS.  

Professional developments for both NNESTs and NESTs

For schools with a mixed staff, rather than letting NNESTs and NESTs take completely different teaching task, professional development sessions can be held so that the two group of teachers can teach/learn from each other. For example, the NNESTs can learn from the NESTs the necessary language skills and authentic language knowledge. On the other hand, the NESTs can learn the needed teaching skills, students’ native language background, and their English learning process and difficulties. This will enhance the collective competency of the English teaching staff of the school and eventually benefit students’ English learning.