Native vs. non-native EFL teachers: Who are better?

Kurniawati Kurniawati,Dini Rizki

doi:10.24815/siele.v5i1.9432

Abstract

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

Highlights

English is one of the most important languages in the world
It is inevitable that Native English-Speaking Teachers (NESTs) bring advantages to an English class in an English as a Foreign-Language (EFL) context due to their high level proficiency in the English language
Non-Native EnglishSpeaking Teachers (NNESTs) bring several advantages to the EFL classroom and in some ways can better facilitate their students in learning English

Summary

Introduction

People, around the world, realize the importance of English and learn it for many and various purposes, such as to prepare for their future career, to continue studying abroad, or to make friends from other countries and to do business internationally. This phenomenon has contributed to the rising number of English learners in the world, increasing the demand for English teachers. In Asian countries where English is taught-learnt as a foreign language, most of the teachers come from and are trained in their own home country, and many of them have had the opportunity to have ESOL training or have pursued higher degrees abroad especially in an English-speaking country. In more prosperous places in Asia such as Hong Kong and Japan, there are many NESTs working and collaborating with local teachers as part of the government programs to improve the proficiency of English there

Methods

Results

Conclusion