I recently started to apply to other academies here in Madrid. Several had been recommended by friends and colleagues and so I decided to send off my CV. I had an interview at one for a senior position, but no luck. I persevered and tried for another of the schools on my recommended list. Within a couple of hours of emailing them I received this response;
Hi there Adam,
Thanks for your email and interest in our schools. We are now holding interviews for the coming academic year 2016/17 between now and early September. Please get back to us and let us know which dates and times are good for you to attend an interview here in Madrid.
Our minimum requirements are that applicants be native speakers, hold a European passport (or have working papers for Spain), have a degree, the CELTA (or equivalent diploma) and a minimum of one year’s prior teaching experience to work in one of our six schools here in Madrid.
This is exactly as it appeared to me and the ‘native speakers’ part was already in bold type. But why was it in bold type? Why was it necessary to stress this particular requirement and not any of the others? More to the point, why don’t they realise this is discriminatory practice?
I could have just not responded. I could have ignored it and replied with a time and a date for an interview. I could have pointed it out to my colleagues that this particular school was discriminating against teachers because they weren’t natives and to stay away. I could have done a lot of things, but instead I did what I knew was the right thing. I called them out and wrote back, telling them that they were wrong to ask for ‘native speakers’ only and I would not be continuing my application. My response is below;
Thank you for your quick reply to my recent email about potential teacher vacancies at your school.
Unfortunately, I will not be taking my application any further.
In your reply to my email you stated that one of the school requirements was for the applicant to be a ‘native speaker’. I was saddened to see an established school such as yourself being discriminatory towards non-native English speaking teachers (NNESTs).
In my six years as a teacher I have worked with many NNESTs and I can safely say that they are some of the best teachers I have had the fortune to work alongside. Not only do they hold the same qualifications as a NEST, but they often have a better grasp of the English language and a more intimate depth of its grammar. This is mostly due to them having been through the struggle of becoming proficient in the English language, which as I’m sure you are aware, is no mean feat.
Therefore, I find it difficult to understand why you would deny your students the chance of being taught by NNESTs. Why would you not want the students to have a role model who can show them that it is possible to reach proficiency in a language? Why wouldn’t you want to employ teachers that know the inner workings of English grammar and who have personal experience of successfully learning these structures? Why would you want to contribute to needless reinforcement of the view held by many students that the only way to learn a language is by having a native speaker as a teacher?
I wish you the best of luck with your recruitment for the coming academic year and I hope that you reassess your requirements for teachers.
Some of you may have seen this on twitter. It got an awful lot of attention, which I was not expecting but immensely grateful for. My purpose for tweeting it was simply to draw attention to the fact that this happens rather than to get lots of retweets and likes. Nevertheless, the amount of attention somewhat validated my action. The stream of messages I received made me realise that this is something more people should be doing. It’s not a matter of naming and shaming but bringing this unfair practice to light. We should be confronting schools and academies that do this and we should engage in constructive conversations that aim to get them to change the way they advertise and employ teachers.
My email received a reply;
You are quite right in that non-native Teachers often make excellent Teachers. We have had experience of that in the past. However, we are somewhat pressured by the demand of the market here in Spain for “Native” teachers of English. It appears to be a strong requirement of theirs. Having said that, our school does believe in equality of opportunity and we never do close the door on non-native teachers but take everything into consideration and often do interview non-native candidates.
I wish you the best for the future.
I could have almost predicted this reply, the pressure in demand, a strong requirement from students etc. I understand that primarily (and sadly) academies and schools are businesses but this does not mean morals and good practice go out of the window. I could not let it lie, so I responded;
Thanks again for responding and I hope you understand that this is nothing personal and clearly it’s an industry wide problem. However, I feel that to combat this problem, it is schools like yours that need to do it.
Firstly, we need to ask ourselves where this demand comes from. Secondly, when this demand appears as a requirement do we try to counter it with effective arguments in favour of NNESTs? Finally, you say that “we never close the door on non-native teachers but take everything into consideration” yet if I were a non native speaker and I received your previous email about how being a native was “a minimum requirement”, I would immediately feel as though the door was already closed.
I have no right to tell you how to run your business, but I feel that I have the right as someone who works in this profession, to ask you to reconsider your minimum requirements in order to buck the current trend in the ELT profession and promote inclusivity in ELT.
I’m yet to receive a reply but I really hope that my actions might have caused them to stop and think. Wishful thinking, I know but I would implore anyone who finds themselves in the same situation to stand up and fight back.
My name is Adam Beale. I have been teaching in ELT for 6 years. I currently reside in Madrid and I am happy to call it home. I completed my Trinity cert in 2010 and promptly moved to Santander, Spain to begin my teaching career. Since then, I have spoken at several conferences about Dogme, learner diaries and projects with YLs as well as starting my own blog, where I write about my experiences as a teacher. I completed my DELTA this year and I am looking to make a move into teacher training.