Native speakers only presentation by victoria karpova


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Native speakers only presentation by victoria karpova

  1. 1. Title: Native Speakers Only! Victoria Karpova Department of Linguistics and Language Development 41 st CATESOL State Conference April 23, 2010
  2. 2. NEST vs NNEST <ul><li>NEST (“native English-speaking teacher” ) /NNEST (“non-native English-speaking teacher”) distinction is merely a cultural construction </li></ul><ul><li>NESTs and NNESTs, one culture, one discourse community - TESOL profession! </li></ul><ul><li>NEST and NNEST – politically incorrect phrases and use of discriminatory language* </li></ul><ul><li>strongly opposes discrimination against nonnative English speakers in the field of English language teaching </li></ul><ul><li>NNESTs are as effective as NEST </li></ul><ul><li>A teacher’s first language or lack of a native-speaker accent does not equal a lack of language competence or professional teaching qualities </li></ul>* (Medgyes, 1996, p. 429)
  3. 3. Interviews & Findings Number of questions: 12 Duration; 30 minutes each person Interview type: Face-to-face & over the phone NNEST Interviewees: Japanese & Russian ESL Student Interviewees: Both Russian Future Research: Need to include large number of ESL students and NNESTs from different ethnic groups, cultural background, age group, professional training level….. Conclusion: Language competence , education, teaching experience, personal qualities determine the career success. If the accent is not heavy, NNEST can equally be effective ESL teachers. Key Items NNEST’s Opinion ESL Student’s Opinion Teacher's native language Not important Neutral Education and teaching experience Extremely important Extremely important Inspiration to student NNEST has the edge NNEST has the edge Range of vocabulary NEST has the edge NEST has the edge Good rapport to class Important Extremely important Accent - Medium to none Acceptable if intelligible Acceptable if intelligible Accent - Heavy Not acceptable Not acceptable Fluency of the language Important Important Pedagogical skills Important Extremely important Pragmatics and cultural questions NEST has the edge NEST has the edge Confidence of language Lower in NNEST Lower in NNEST Passionate about the teaching job Extremely important Extremely Important Personal experience of learning ESL NNEST has the edge Important Interesting class material Important Extremely important
  4. 4. ESL Job Search in WWW
  5. 5. Bias Towards Native Speakers* * Data from Dave’s ESL café ( ) December 2008-2009
  6. 6. Ads call for… <ul><li>Must be a native speaker of English. </li></ul><ul><li>Native English speaker (born and brought up in a native English speaking country) </li></ul><ul><li>Native English speaker </li></ul><ul><li>Native speaker of English with U.S., Canadian or British citizenship </li></ul><ul><li>North American's whose first language is English (no heavy accents) </li></ul><ul><li>Candidates be natives from the US, UK, Ireland, Canada, Australia, New Zealand </li></ul><ul><li>Native English speaker - Passport holder from English speaking country </li></ul><ul><li>Native English speakers from the United States, Canada, the United Kingdom, Australia and New Zealand preferred; all others with reasonably neutral speaking accents considered. </li></ul><ul><li>North American Residents Only </li></ul><ul><li>Question : Country of residency, citizenship – visa policies or hidden bias? </li></ul>
  7. 7. Conclusion: <ul><li>NEST/NNEST - equal job opportunity! </li></ul><ul><li>Just being a native speaker of a language, does not qualify someone to be a good teacher. </li></ul><ul><li>Not only language competence, but also academic qualification , teaching training, education, professional qualities, teaching skills, and experience should determine whether NEST/ NNEST are suitable for a teaching position! </li></ul>
  8. 8. Discussion Questions: <ul><li>Where is the bias come from? </li></ul><ul><li>How can we change it? (if change is necessary) </li></ul><ul><li>If this situation is not possible to change, then what should the NNEST do? </li></ul><ul><li>Should the treatment of NNEST in today’s hiring practices be reconsidered? </li></ul>
  9. 9. <ul><li>References </li></ul><ul><li>Arva, V., Medgyes, P. (2000) Native and non-native teachers in the classroom. System, 28 (3), 355-372. Elsevier </li></ul><ul><li>Bailey, K. (2006). Language teacher supervision. A case-based approach. Cambridge University Press. </li></ul><ul><li>Butler, Y. (2007) How Are Nonnative-English-Speaking Teachers Perceived by Young Learners? TESOL Quarterly 41(4) </li></ul><ul><li>Üstünlüoglu, E. (2007) University students’ perceptions of native and non-native teachers. Teachers and Teaching: theory and practice 13 (1), 63–79 </li></ul><ul><li>Hayes, D. (2009) Non-native English-speaking teachers, context and English language teaching. System 37 (1), 1–11.  </li></ul><ul><li>Medgyes, P. (1996) When the teacher is a non-native speaker. In M. Celce-Murcia ( Ed.), Teaching English as a Second or Foreign language (pp. 4 29- 442). Boston, MA: Heinle & Heinle. </li></ul><ul><li>Moussu, L., Llurda, E. (2008) Non-native English-speaking English language teachers: History and research. Language teaching, 41 (03) 315-348. Cambridge University Press. </li></ul><ul><li>Nemtchinova, E. (2005). Host teachers’ evaluations of nonnative-English-speaking teacher trainees—A perspective from the classroom. TESOL Quarterly, 39 (2) , 235–262. </li></ul><ul><li>TESOL (2006). Position statement against discrimination of nonnative speakers of English in the field of TESOL. Retrieved from < > . </li></ul>
  10. 10. Thanks for Listening!