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?
Table of Contents
- 1. Introduction
- 2. Native or Non-Native
- 2.1 Defining Native and Non-Native
- 2.2 Advantages and Problems of Native Speaker Teachers
- 2.2.1 Advantages of Native Speaker Teachers
- 2.2.2 Problems of Native Speaker Teachers
- 2.3 Advantages and Problems of Non-Native Speaker Teachers
- 2.3.1 Advantages of Non-Native Speaker Teachers
- 2.3.2 Problems of Non-Native Speaker Teachers
- 3. My Study
- 3.1 The Questionnaires
- 3.2 The Participants
- 3.3 The Study
- 3.4 Analysis
Objectives and Key Themes
The objective of this paper is to investigate the question of whether native or non-native English speakers make better English teachers. The study explores the advantages and disadvantages of both native and non-native English-speaking teachers (NESTs and non-NESTs), considering factors such as fluency, cultural understanding, and the teaching process itself.
- Defining "native" and "non-native" speakers in the context of English language teaching.
- Analyzing the advantages and disadvantages of native English-speaking teachers.
- Analyzing the advantages and disadvantages of non-native English-speaking teachers.
- Exploring the impact of cultural background and linguistic differences on teaching styles and methods.
- Examining student perspectives on teacher preferences and experiences.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the increasing global importance of English and the subsequent demand for high-quality English language education. It introduces the central question of the paper: Are native or non-native English speakers better teachers? The chapter establishes the context by referencing the large number of both native and non-native English speakers worldwide and the resulting diversity among English teachers. It briefly previews the structure of the paper, outlining the upcoming discussion of native and non-native speaker teachers, the author's own study, and a concluding analysis. The introduction effectively establishes the relevance and scope of the research question.
2. Native or Non-Native?: This chapter begins by defining the terms "native" and "non-native" speaker within the context of the study. It establishes clear criteria for differentiating between the two, emphasizing the biodevelopmental aspect of native language acquisition and the limitations of achieving native-like fluency in a second language. The chapter then delves into a detailed comparison of the advantages and disadvantages of both native and non-native English-speaking teachers (NESTs and non-NESTs). The advantages of NESTs are presented as including superior fluency, sociolinguistic competence, and a naturally authentic language model. Conversely, the disadvantages include a potential lack of teaching skills, difficulty understanding learner errors due to limited knowledge of the learners' first language, and an unattainable standard of fluency for students. The chapter similarly weighs the advantages and disadvantages of non-NESTs, considering their greater understanding of the learning process and potential for creating a more inclusive learning environment, while acknowledging the potential drawbacks related to fluency and potentially imperfect language use.
Keywords
Native English speakers, Non-native English speakers, English language teaching, NESTs, non-NESTs, language acquisition, fluency, cultural understanding, teaching methodologies, student perspectives, language learning challenges.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main research question addressed in this paper?
The central question explored is whether native or non-native English speakers are more effective English language teachers.
What are the key themes explored in this study?
The study examines the advantages and disadvantages of both native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs). It analyzes factors such as fluency, cultural understanding, teaching methodologies, and student perspectives to understand the impact of teacher background on the teaching process.
How are "native" and "non-native" speakers defined in this context?
The paper provides clear criteria for differentiating between native and non-native speakers, emphasizing the biodevelopmental aspect of native language acquisition and the limitations of achieving native-like fluency in a second language.
What are the advantages and disadvantages of native English-speaking teachers (NESTs)?
Advantages of NESTs include superior fluency, sociolinguistic competence, and a naturally authentic language model. Disadvantages can include a potential lack of teaching skills, difficulty understanding learner errors due to limited knowledge of learners' first languages, and setting an unattainable fluency standard for students.
What are the advantages and disadvantages of non-native English-speaking teachers (non-NESTs)?
Advantages of non-NESTs include a greater understanding of the learning process and the potential for creating a more inclusive learning environment. Disadvantages may include potential drawbacks related to fluency and potentially imperfect language use.
What methodology was used in this study?
The study involved questionnaires to gather student perspectives on teacher preferences and experiences. Specific details about the number of participants and the exact structure of the questionnaires are included in Chapter 3.
What is the structure of the paper?
The paper is structured into several chapters: an introduction setting the context, a chapter defining and comparing NESTs and non-NESTs, a chapter detailing the author's own study, and a concluding chapter offering analysis. A detailed table of contents is provided.
What are the key findings or conclusions of the study (as previewed)?
The preview does not present specific findings but promises a comparative analysis of NESTs and non-NESTs based on the collected data and presented arguments in previous chapters. The analysis weighs the advantages and disadvantages to answer the main research question.
What are the keywords associated with this study?
Keywords include: Native English speakers, Non-native English speakers, English language teaching, NESTs, non-NESTs, language acquisition, fluency, cultural understanding, teaching methodologies, student perspectives, language learning challenges.
- Quote paper
- Svenja Christen (Author), 2008, Native or Non-native speakers. Who are the better English teachers?, Munich, GRIN Verlag, https://www.grin.com/document/140542
