Page 15 - ELG2210 Oct Issue 482

FEATURE

point of contention when describing what is study for a desire to be taught by NESTs over
and what is not a non-native speaker. This has NNESTs appear to be decided as a result of
been echoed repeatedly in previous literature. misinformation.
Many studies are found to be lacking an The global spread of the English language
appropriate definition for a non-native has resulted in an unprecedented rise in the
speaker of English, as definitions are widely number of people studying English across the
varying. As a direct result of this, the question world. Current estimates project that the
must be asked: should EFL students be asked number of people speaking English worldwide
whether they prefer to be taught by a NNEST is in excess of 1.5 billion. As a result of this
or a NNEST who shares the students’ first remarkable growth in the number of people
language? I believe the preferences of students studying the language, employers have been
would be widely altered if the question was required to increase the number of teachers
rephrased. they employ. This gap has been largely
The female participants in this study filled by NNESTs. As a teacher who has
displayed a preference for NESTs when it taught in both English-speaking countries
comes to the teaching of vocabulary, as they and non-English speaking countries, I have
deem them to hold superior knowledge in observed what I can only describe as blatant
terms of the range of words. The males, discrimination against NNESTs. It may be
however, were not concerned with the native/ true that the aforementioned gap is filled
non-native speaker status of the teacher. by non-native teachers, however, I would
Instead, they were predominantly concerned argue that this is out of necessity rather than
with the teaching method being used, their a desire to do so. When asked why they are
levels of preparation and how professional reluctant to hire NNESTs or be taught by
they are. This division between the genders NNESTs, employers and students often give
PHOTO SHUTTERSTOCK in terms of their preferences for NESTs and substantive evidence.
reasons that align with the findings in my
NNESTs was a continuous theme throughout
pilot study. Findings which are not based on
the pilot study, and not just for the teaching of
vocabulary. In general, the females showed a
Job advertisements for English teachers
globally explicitly state that they only want an
much greater preference for NESTs over their
applicant to apply if there are from one of the
male counterparts, a finding that I have not
discovered in preceding literature. At the very
such as the UK, USA, Canada and so on.
least, the gendered nature of this response countries that they have listed, ie, countries
certainly merits more in-depth exploration as Teachers from these countries, who have
English as beneficial for their pronunciation this study is scaled up. In addition, it shows English as their first language, are perceived as
and speaking practice: “I prefer having a NEST that for some students, the native or non- simply superior. Reasons for this may vary, but
teacher…because I just have to try speaking native English speaker status is secondary to if this small pilot study is anything to go by,
English every time.” the qualifications, preparedness and training of “it’s what the students want” is not a sufficient
However, some participants also commented the teacher. enough answer anymore.
that having a non-native English accent is Moreover, many of the female responses
more valuable, as students can understand included a justification as to why they preferred
them better and that they won’t develop a to be taught by NESTs. A recurring argument Caitlin Nolan is a year
disingenuous English accent as a result. used by the participants included a preference three PhD candidate in
The definition of NNESTs was called into based on the premise that they have “real” Applied Linguistics at
question during the study, as participants teaching qualifications or that “they studied Mary Immaculate College,
determined it to only include Spanish/Basque how to teach”. The rationalisations provided Limerick. Caitlin is a
speakers. Therefore, this raises the question by these participants point to a bigger issue qualified EFL teacher and her
as to whether students discern non-native than just a personal preference of NESTs over research centres on the area of teacher identity.
speakers as teachers of their own nationality NNESTs. Rather, they showcase a genuine The research conducted in this publication
rather than non-native speakers of English misconception of the qualifications, abilities was funded by the Irish Research Council
from around the world. While this finding may and competencies of NNESTs. In essence, a under award number [GOIPG/2022/1406].
seem minor, I think it may point to a further number of the reasons provided in this pilot

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