Abstract
In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions.
Highlights
The term “native speaker” refers to one who acquires a language in a nature setting from childhood and is able to use it in a fluent, grammatical and appropriate way (Crystal 2003a; Richard & Richard, 2002)
Medgyes and Arva (2000) embrace a view that the native English speaker teachers (NESTs) and native English speaker English teachers (NNESTs) dichotomy relies on four hypothesis, including competence in the target language, knowledge of grammar, competence in the local language, and other aspects related to professional behaviour, and both NESTs and NNESTs have equal opportunities to be good English teachers if they can fulfill the foregoing four requirements (Chang, 2004)
Medgyes and Arva (2002) found out that NESTs are good at conversation or speaking classes, while NNESTs outperform them in teaching grammar
Summary
The term “native speaker” refers to one who acquires a language in a nature setting from childhood and is able to use it in a fluent, grammatical and appropriate way (Crystal 2003a; Richard & Richard, 2002). NESTs are taken for granted as better English teachers for non-native speaker students, and this “common-sense assumption” (Tollefson, 1991) can be defined as the native speaker ideology (NS ideology) in ELT. The paper is intended to have an overall picture of the NS ideology in ELT It firstly focuses on the causes of the NS ideology, exploring its connection with some second language acquisition (SLA) theories, and discusses its effects on English teaching and learning. It questions the NS ideology, and reveals that NESTs and NNESTs both have opportunities to be good English teachers. Implications for English teaching and learning are put forward according to the foregoing discussions
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