Over the years I have noticed that quite a lot of us ‘non-native speakers’ tend to at times lack faith in their own abilities. Have you ever: worried about having a foreign accent? been nervous about making language mistakes? thought that a ‘native speaker’ would surely be better able to teach students vocabulary? felt like […]
I have, since 2013, worked as a program manager of Rikkyo University’s Center for English Discussion Class, a large-scale, unified-curriculum course that caters to roughly 4,700 students per year at a university in Tokyo, Japan. I am jointly responsible for curriculum design and evaluation and for hiring, training, and overseeing the professional development of 42 […]
In our area of the education sector, the most common cause for concern, is an unfair policy towards non-native speakers as English language teachers. Many people in ELT would probably agree that native and non-native teachers both have advantages over the other. While native speakers are normally fantastic sources of vocabulary, non-native teachers often have […]
The answer, of course, is someone who is a competent user of English with specific training in the field of language pedagogy. Why, then, do we still see job advertisements requesting that the applicants be native speakers of English? Is this a lack of understanding on the part of the employer?
“When we say you’ll have to ask a native speaker, or don’t ask me, I’m not a native speaker; what is it we are appealing to? What is it that human native speakers know? What sort of knowledge does the native speaker have?” (Davies, 2012, p.1).
Note: This is the second of two blog posts. The first sought to explain what diversity is all about and why it is important, and specifically why it is important in our context in language teaching organisations (and indeed what it should mean to us). This one, the second, is intended to offer some ideas […]
Note: This is the first of two blog posts. The first seeks to explain what diversity is all about and why it is important, and specifically why it is important in our context in language teaching organisations (and indeed what it should mean to us). The second, to follow, will talk about how we can […]
My experience working with NNESTs started just over 2 years ago when I setup my business Learn English Budapest. We’re not a language school, but rather an agency that matches up private English teachers with students in the city. The aim when I set out was to give teachers a convenient alternative to putting up […]
Recently, TESOL Spain has issued a position statement against discrimination in ELT, opposing job ads that require the candidate to be a ‘native speaker’, have ‘native-like’ fluency, or speak with ‘standard’ English. I had a chance to talk to the current president of TESOL Spain, Annie Altamirano, to find out a bit more about the statement […]
What can we do to promote equal professional opportunities for NS and NNS in ELT? How can I get involved?
Two days after Silvana Richardson’s brilliant plenary: The Native factor (read more about it here), there was an equally fascinating Q&A session. However, since it was impossible to address all the questions posed by the audience then and there, Silvana and I decided we would continue the discussion on this blog. We gathered all the […]