This morning I woke up early as usual – around 5.30 am, but being Sunday I wanted to enjoy our bed a little longer – therefore decided to listen to some podcasts, the episode of the Teflologists had two interviews conducted at the second international symposium on native-speakerism held at Saga University, Japan. The interviewees were Stephanie Ann Houghton and Enric Llurda about native-speakerism, non-native speakers in language teaching, English as a lingua franca, and intercultural communication. You can find their podcast series clicking on this link: http://teflology.libsyn.com/
As a non-native teacher of English I know of the existence of this so-called “favoritism” or bias towards native English speakers – allegedly they know ALL the idioms and ALL the words of the English language, which they don’t, by the way. They can give in-depth information about the culture of America, the UK, Ireland or wherever they may hail from, which quite often can be narrowed down to their own individual experiences and not as the perfect stereotype of their nation. Fortunately, I’ve never been “discriminated” against based on my nationality. It’s true that to non-English speakers’ ears my accent may lead them to believe I come from somewhere in America or Australia (go figure) as it happened to me with a group of Chinese students in York, Ontario.
Okay, some students say “I want a teacher with a British accent” – which of the 3,400 different accents found in the British Isles would you prefer? Or they say: “I wanna a teacher with an American accent” – from Alabama, California or Vermont?
Truth be told, when I was starting my teaching career in the early 1990s working for a language consultancy firm in São Paulo, there were one or two cases when a corporate client would call for English lessons and adamantly request a native speaker, otherwise, no need to bother. The school sent them a Swedish (yes, you read it right)! A Swedish teacher of English – male, tall, blond, blue eyes, and quite fluent in Swedish English. They loved him. He who has eyes, read between the lines.
Native English speakers in developing countries tend to be young, college graduate, jumping into some traveling adventure before settling down. Nothing wrong with that. But quite often they are NOT qualified to be teachers let alone English teachers. The fact one can speak one’s mother tongue doesn’t make one a teacher of that language.
What to look for in a language teacher? Knowledge. Passion. Fluency. Commitment. Reliability. Professionalism (yes such a poorly regarded word). Fair Price. When we consider these points the national origin of the teacher becomes irrelevant.