Page 14 - ELG2210 Oct Issue 482

TRENDING IN RESEARCH .

uch research provides, and
some anecdotes suggest, that
the key stakeholders – ie,
Memployers and students in the
English language teaching (ELT) industry –
prefer to both hire and be taught by native
English-speaker teachers (NESTs). The
same is true of the parents and government
who foot the bill. This perception of the
native English speaker as the optimal
educator of the English language has
existed for many decades. As a result, fully
qualified and highly competent non-native
English speaker teachers (NNESTs) are
continuously under-valued compared to
their native English-speaker counterparts,
based solely on what their first language is.
However, as we step into life after a global
pandemic which has changed the way we
teach and learn forever, is there a (welcomed)
shift in our thinking? Have the events that
have taken place in the past couple of years,
that is, the Covid-19 pandemic and Brexit,
provided us with a lens that allows us to
accept that NNESTs are needed and also
greatly appreciated?
These questions arise from a pilot study
completed as part of my PhD, which aims to
investigate the teacher identities of native
and non-native English language teachers,
and how they are perceived by EFL students
and employers in private language schools in
Ireland and Spain. This small, but essential
study, has raised a number of interesting “EFL students want
points in relation to the so-called ‘ideal’
native speaker.
The study native-English-speaker
A sample of 14 Spanish/Basque English as
a foreign language (EFL) students, two of
whom were proficient (C2) level and 12 of teachers!”
whom were advanced (C1) level, studying
in a private language school in the Basque
region of Spain, were invited to participate
in the pilot study. Is this fact or fallacy? Caitlin Nolan devised
Nine males and five females, with an
average age of 16, and who had a first a study to find out
language of either Spanish or Basque, took
part in the study in which they completed
a questionnaire. This student profile was
chosen as these students, at age and language Findings and analysis of results a good teacher. Within the aforementioned
level, have been taught by many different Analysis of the responses given by participants themes, traits such as being patient, helpful,
teachers throughout their language-learning to the survey questions showed that all having a sense of humour, creating enjoyable
journey. Thus, they were thought to be the participants perceived learning English to be classes, having a good connection with the
cohort of students who could give the most either important or very important. When students, and having different and alternative
information about their varying experiences asked why they are studying English, reasons teaching strategies were identified as important
of language learning. included travel, career, study, communication characteristics of what makes a great teacher.
Both quantitative (closed questions) and English’s status as an international Strikingly, only one respondent deemed being
and qualitative data (open questions) were language. It was clear from the initial stages a native speaker of English as a criterion for
included in the questionnaire in order to of the questionnaire that all participants were what makes a stand-out teacher. Subsequently,
explore students’ perceptions of native and serious about learning English, and were very participants were asked what type of teacher
non-native EFL teachers. The questionnaire conscious of their opinions and attitudes they preferred for developing different skillsets.
consisted of 20 questions and areas under about their previous teachers and learning Previous literature has demonstrated that
scrutiny included students’ opinions of what experiences. having a native accent is often seen as an
they felt makes a great teacher and students’ Participants were asked to describe what advantage of NESTs. This was reflected in
preference between NESTs and NNESTs being a good teacher meant to them. Their the pilot study, where 70% of the participants
on their strategies for teaching grammar, conclusions were that teaching method, chose NESTs as their preferred option for
vocabulary, pronunciation and the culture of having a love for teaching and having a good teaching them pronunciation. One participant
English-speaking countries. personality were key characteristics of being also highlighted the need to always speak
14 October 2022