Native/Non-Native English-Speaking Teachers (original) (raw)

It is a belief that takes for granted that a native English speaker can naturally be the best English teacher to teach his/her own language. This discriminatory belief leaves no room for other non-native English speaking teachers. This paper aims to propose alternative perspective of both by providing analysed differences in order to prove that non-native English-speaking teachers have values and advantages that should be taken into accounts. Medgyes (2001) stated that there are two different species of English language teachers; 1) those who naturally belong to one category , native English-speakers, and 2) those who don't. It is unquestionable truth that the population of non-native English speaking teachers has overwhelmingly increased all over the world outweighing the number of native English speaking teachers (Nicole, 2012). In the English language teaching community, the growing number of English teaching professional is not native English speaking teachers (Meddings,2004). Medgyes (2001) mentioned that " the English language is no longer the privilege of native English speakers". However, there is a prejudice against non-native English speaking teachers around the world. Particularly when it comes to recruitment into English language teaching field even though many TESOL institutions have made effort against unfair hiring practices, most employers firmly hold the positive bias in favour of native English-speaking teachers. Mahboob's (2003) study revealed that employers

Sign up for access to the world's latest research.

checkGet notified about relevant papers

checkSave papers to use in your research

checkJoin the discussion with peers

checkTrack your impact