Why native-speakerism in language teaching has had its day.
Native-speakerism – the idea that those who can claim to have a language as their mother tongue are automatically better at teaching it and more legitimate models of what counts as good language use – has been around in English language teaching for a long time. There have been efforts to change this, and many language schools are good role models in providing opportunities for non-native language teachers, but nevertheless, the profession still suffers from the underlying notion that native is best. The truth is though, that this belief is not supported by the reality of the world in which we now live.
Globally, only about 25% of English users are now native speakers. This means that the majority of people using the English language today are not native speakers and will have learned it as an additional language. Consequently, ‘ownership’ of English has become shared, and no one group or culture can claim it for themselves.
Classrooms, however, particularly in the UK, have not kept pace with this change, which is reflected in attitudes, in pay and in advertisements for jobs. In reality, English today is a tool used in international business, education, scientific research, diplomacy, and tourism rather than solely an indicator of cultural identity.
So, Why Does this Matter?
Native-speakerism matters because it is based on assumptions that no longer stand up to scrutiny. If more people are using English as an additional language and 75% of global English interactions involve multilingual speakers, then multilingual teachers are no longer mere exceptions to the norm. In fact, they can bring to the classroom lived experience of learning the language and developing strategies for dealing with a range of language-based situations, which will be invaluable to many learners.
How many times have we heard it said throughout the education sector: “They really know their subject, but they are terrible teachers!” Research into what makes a good teacher shows, time and again, that native does not automatically equal better, with good teaching more likely to be due to factors such as empathy, experience, training, and underlying pedagogical beliefs.
Another argument often cited in support of native-speakerism is that learners need to know what is correct, and that a native speaker is best placed to tell them this. This suggests that there is in fact one particular correct version of English. Given that there is no consensus on exactly how many varieties of English there actually are, English is commonly referred to as Englishes by researchers – something to reflect on while you munch your cookies, your bickie, or your biscuit!
What language learners most need in today’s world is to be understood by and to understand others, so that they can communicate effectively in whatever situation they find themselves. There may still be the occasional learner who wants to ‘sound British or sound American,’ but a little gentle exploration of this usually reveals that this is only because they have been told that one is better than the other.
What does all this mean for the industry?
It would be unfair to lump all language schools into the must do better category, as some already welcome the contribution made by non-native speaker teachers; however it is clear that work remains to be done across the industry. This relates to equal pay and inclusive policy-making, education of existing teachers and learners regarding the need to make the profession more reflective of the realities of English speakers globally, and a consideration of the role that trade unions can play in supporting positive change in the industry.
If this is achieved we will be able to boast an up-to-date and future-looking industry that prioritises expertise, multilingualism, intercultural competence, and enhanced global communication – surely worth fighting for.
If you work in ELT and you’ve experienced discrimination as a result of native-speakerism, the TEFL Workers’ Union has got your back! It’s [email protected] to speak to a rep.