How Japanese teachers of English perceive non-native assistant English teachers

Abstract

Abstract Considering the issue of World Englishes, the present study attempts to investigate whether Japanese teachers of English (JTEs) prefer assistant English teachers (AETs) with native-like pronunciation yet minor inappropriate grammar use or those with native-level grammar yet English recognizably accented by their native language, and to what extent JTEs give priority to native-like pronunciation in their teaching. Using a questionnaire, data were collected from 24 junior high and 51 high school JTEs. The major finding was that junior high JTEs appeared to approve of both types of AET, whereas their senior high counterparts tended to be reluctant to accept non-native speakers as AETs. The difference observed in the two subject groups may reflect their different pedagogical goals. Finally, the issue of non-native AETs relates to the dual roles of the English language: the pedagogical role as a school subject to be taught and the socio-cultural role in the international community. In order to support the dual perspectives of English, language policy makers are urged to propose roles and qualifications for AETs that will accommodate and cultivate a positive attitude toward World Englishes.