1. Native English Teacher or non- Native English Teacher?
This is my question.
Halina Ostankowicz- Bazan
8/2/2017

2. Is English a Global Language?
In the fields of business, academics, science, computing, education, transportation, politics and entertainment, English is already established as the de facto lingua franca.
The UN, currently uses five official languages: English, French, Spanish, Russian and Chinese, and an estimated 85% of international organizations have English as at least one of their official languages (French comes next with less than 50%).
About one third of international organizations (including OPEC, EFTA and ASEAN) use English only, and this figure rises to almost 90% among Asian international organizations.
English is crucially important for developing international markets, especially in the areas of tourism and advertising, and mastery of English also provides access to scientific, technological and academic resources which would otherwise be denied developing countries.
Is English a Global Language?

3. Global English
Because English is so widely spoken, it has often been referred to as a "world language", the lingua franca of the modern era,[17] and while it is not an official language in most countries, it is currently the language most often taught as a foreign language.[18] It is, by international treaty, the official language for aeronautical[19] and maritime[20] communications. English is one of the official languages of the United Nations and many other international organizations, including the International Olympic Committee.

4. In fact, among English speakers, non-native speakers may now outnumber native speakers by as much as three to one.

5. World map of countries by English being their official language
There are six large countries with a majority of native English speakers that are sometimes grouped under the term Anglosphere. They are, in descending order of English speakers, the United States (at least 231 million),[4] the United Kingdom (60 million),[5][6][7] Canada (at least 20 million),[8] Australia (at least 17 million),[9] Ireland (4.2 million), and New Zealand (3.7 million).[10]

6. The percentage of native English speakers living in "inner circle" English-speaking countries.
Native speakers are now substantially outnumbered worldwide by second-language speakers of English
United States (64.3%)
  United Kingdom (16.7%)
  Canada (5.3%)
  Australia (4.7%)
  South Africa (1.3%)
  Republic of Ireland (1.1%)
  New Zealand (1%)
  Other (5.6%)
Countries where English is spoken natively by the majority of the population.
There are six large countries with a majority of native English speakers that are sometimes grouped under the term Anglosphere. They are, in descending order of English speakers, the United States (at least 231 million),[4] the United Kingdom (60 million),[5][6][7]Canada (at least 20 million),[8]Australia (at least 17 million),[9]Ireland (4.2 million), and New Zealand (3.7 million).[10]

7. English-speaking world
English is the third largest language by number of native speakers, after Mandarin and Spanish.
David Crystal calculates that non-native speakers as of 2003 outnumbered native speakers by a ratio of 3 to 1.
When combining native and non-native speakers, English is the second most widely spoken language worldwide.
Besides the major varieties of English, such as American English, British English, Indian English, Canadian English, Australian English, Irish English, New Zealand English and their sub-varieties, countries such as South Africa, the Philippines, Jamaica and Nigeria also have millions of native speakers of dialect continua ranging from English-based creole languages to Standard English.
Crystal, David (2003). English as a Global Language (2nd ed.). Cambridge University Press. p. 69. ISBN 

8. If I were in charge of a language-teaching institution, I would want to know four things about applicants: are they fluent? are they intelligible? do they know how to analyze language? are they good teachers? I would not be interested in where they were born, what their first language was, or whether they had a …
― DAVID CRYSTAL

9. “A native speaker (NS) of a language is a person who has acquired the language a their first language in childhood. Native speakers are considered to know this language intuitively, and to use it accurately, fluently and appropriately.”
(Scott Thornbury, An A-Z of ELT)
Who is a native speaker?

10. “born in an English speaking country” and “grew up speaking English at home”
DAN BAINES

11. NNEST (/ɛnˈnɛst/ en-NEST) or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).
Issues related to NNESTs attract the attention of language teachers, language specialists, teacher educators, and graduate students from all over the world. TESOL[1] (Teachers of English to the Speakers of Other Languages) organization has a NNEST Interest Section.[2] Two local TESOL affiliates in North America, WATESOL (Washington Area TESOL) and CATESOL (California TESOL) have NNEST entities.
NNEST - Wikipedia
non-native speaker
noun [ C ] /ˌnɒn.neɪ.tɪv ˈspiː.kər/ /ˌnɑːn.neɪ.t̬ɪv ˈspiː.kɚ/
​someone who has learned a particular language as a child or adult rather than as a baby :

12. Who Is non - Native English Teacher
Erzsebet Bekes & Marcela Carrasco re-examine the NEST vs NNEST debate and argue that a change in perception is long overdue.
With English becoming a global / international language, NNESTs are gaining a competitive advantage: they are bilingual and bicultural (often multilingual and multicultural) as well as lifelong learners of an additional language.
In the book they invite readers to reconsider the smouldering debate on who is better: native or non-native? We argue that both species bring a somewhat different set of skills to the table, and as international English becomes more and more widespread, the divisions are getting blurred as well as obsolete.
July 2017

13. Native Speakers in ESL- Nowadays
Nowadays, the definitions of native speaker vs. non-native speaker are outdated.
Many people today are bilingual- speak two languages or more proficiently.
Non-native speakers have learned English in a classroom, and so are more equipped to teach it to others.
Native Speakers in ESL- Nowadays

14. Native Speakers in ESL- Before
Up until the 1990’s, it was believed that the objective of L2 learners was to achieve the level of a native English speaker.
Native speakers were considered to be better ESL teachers, regardless of proficiency or experience.
Any difference from speaking as a native speaker was considered a failure.

15. The controversial issue of (non)nativeness still remains unresolved.
Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education 8 May 2017
The controversial issue of (non)nativeness still remains unresolved.
In today's world, being a NS or NNS should not really matter but rather teachers' professional competences.
This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.
Juan de Dios Martinez Agudo
Walter de Gruyter GmbH & Co KG, May 8, 2017

16. Students showed a positive attitude towards NNESTs
THE ‘NATIVE FACTOR’ – THE HAVES AND THE HAVE-NOTS
…AND WHY WE STILL NEED TO TALK ABOUT THIS IN 2016
Silvana Richardson, Bell
Students showed a positive attitude towards NNESTs
The majority would rather learn from local NNS English teachers instead of NS teachers.
They liked studying with NNSTs.
Most did not encounter problems with NNSTs because of their ‘non-nativeness’.
NNSTs taught as effectively as NTS. Cheung’s findings

17. Using Kachru’s Circle Theory
Studies suggest that there were (in 2001) an estimated
375 million users of English in Inner-Circle societies,
375 million in Outer-Circle (ESL) societies, and
750-1,000 million in the Expanding (EFL) Circle (McArthur, 2001)
The vast majority of teachers of English as a second and foreign language in the world today are ‘non-native’ teachers working in a wide range of settings in Outer-Circle and Expanding-Circle societies. (p. 261, Bolton, 2006).
Non-native English speaking teachers = NNESTs

18. Benke and Medgyes’ findings
‘Both NS and NNS teachers play an important role; neither group
should be dispensed with.’
The overwhelming majority of the participants felt that it was important that teachers should be able to translate (84.4%)
Ideally both NS and NNS teachers should teach them (82%)
The least popular statement was ‘I wish I had only NNS teachers’ (5.9%)

19. Mahboob and Golden’s findings
“Nativeness” was the single most frequent criterion mentioned in the advertisements (79%)
49% of the advertisements listed specific countries from which the applicants must come
95% the US
89% the UK
84% Canada
66% Australia
55% New Zealand
37% Ireland
24% South Africa
2 advertisements specified race: “white” or “Caucasian” native speakers
Discriminatory practices against NNESTs continue to exist
Many employers consider “nativeness” an important criterion in making employment decisions

20. Impact of ‘native speaker wanted’ ads
‘Teaching job announcements that indicate a preference or requirement for a "native" speaker of English trivialize the professional development teachers have received and teaching experience they have already acquired. Such announcements are also discriminatory […] [and] ultimately harm all teachers (native or not) by devaluing teacher education, professionalism, and experience.’
CATESOLs position paper opposing discrimination against Non-Native English Speaking Teachers (NNESTs) and teachers with "non-standard" varieties of English (2013)

21. Mahboob and Golden’s findings
“Nativeness” was the single most frequent criterion mentioned in the advertisements (79%)
49% of the advertisements listed specific countries from which the applicants must come
Australia
Canada
Ireland
New Zealand
South Africa UK US
“Nativeness” was the single most frequent criterion mentioned in the advertisements (79%) – over teaching or educational qualifications
49% of the advertisements listed specific countries from which the applicants must come

22. Student perception studies in summary
Students generally value professional and personal qualities over ‘nativeness’
Both ‘NESTs’ and ‘NNESTs’ are perceived to be competent teachers, each with unique strengths
Preference is inconclusive
Some studies indicate a preference for both
Others show a preference for NNESTs
Others report a preference for NESTs
Student perception studies in summary
‘Students are not necessarily as impressed
by native speaker teachers as one might suppose.’
Cook (2005)

23. The groups who found native speakerism the least justifiable are the people in jobs that typically require a greater amount of experience. What is interesting in the case of academic management is that these are often the people responsible for the hiring of teachers as the further discrimination of NNESTs. What is striking is that 73% of ex-teachers felt that these hiring practices were unjustified.
October 19, 2016
DAN BAINES
1. As teachers become more experienced, they become less likely to see being a NNEST as being a hindrance or to see being a NEST as a legitimate “qualification”
2. The trainee teachers who believe being a NEST is a legitimate requirement simply leave the industry.
3. Perceptions of what a NES is change over time and therefore changes their attitude.

24. What do you think about the statements
What do you think about the statements? ‘‘Native speakers are the best teachers of their own language.” ‘‘Asian schools are providing their customers with what they want: native English speakers.” ‘‘I wouldn’t have my child learn English from a non-native speaker.” ‘‘Parents do care about the white face, even to the point of preferring a white non-native speaker to an Asian native speaker.”

25. Butzkamm, W and Caldwell, J. 2009.
HOPES FOR THE FUTURE
Having even opportunities for NESTs and non-NESTs
Letting all teachers to be judged as individuals rather than as representatives of potentially prejudicial categories.
Teachers who are to produce bilinguals should themselves be bilingual, i.e., be reasonably fluent speakers of both the target language and the language of their pupils.
Butzkamm, W and Caldwell, J

26. How to Be a GREAT ESL Teacher, No Matter What Your Background Is
The skills and qualities that make an effective language teacher are the most significant.
Why do we need to talk about native speakerism? - BBELT 2017 plenary part 1

27. https://youtu.be/gzu8dcDk84g
English Teachers are not born but they are made.

28. Marek Kiczkowiak, PhD student at the University of York, UK
In the case of native speakerism, what maintains it in power as an ideology are various discourses in ELT and SLA which through knowledge and social practice make it appear justifiable. While it is impossible to review all of them here, this article will focus on four:
1. the ‘native’ and ‘non-native speaker’ dichotomy;
2. the ‘native speaker’ fallacy (Phillipson, 1992), or the view that a ‘native speaker’ is a priori better suited for teaching English than a ‘non-native speaker’;
3. the comparative fallacy (Moussu & Llurda, 2008), or the view that ‘native’ and ‘non-native speaker’ teachers are characterized by a set of fixed strengths and weaknesses;
4. ELT recruitment policies.
The analysis of these discourses will be followed by a proposal to debate and discuss them with students in class in order to raise their awareness of native speakerism in ELT.

32. https://halinaostankowicz.blogspot.com/

35. They Understand Students Better
What Advantages Non-native Speakers Have Over Native Speakers???
They Understand Students Better
They Understand the Differences between English and L1
They Understand the Students’ Cultural Background
Only if the teacher and students have the same cultural background.
The non-native speaker might understand which aspects of the students’ culture may not be compatible with English-speaking cultures, things like, for example, greetings and customs.

36. Could you please answer the questions?
What can non-native English-speaking teachers (NNESTs) do better?
What can native English-speaking teacher (NESTs) do better?
Could you please answer the questions?

37. References
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38. Clandinin, J. D. , & Connelly, M. F. (2000)
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Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Davies, A. (2003). The native speaker: Myth and reality (2nd ed.). Clevedon: Multilingual Matters.
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Davies, A. (2013). native speakers and native users: Loss and gain. Cambridge: Cambridge University Press.
Doan, N. (2014). Employing expatriate NNS teachers of English in Vietnam: Views from the public. NNEST Newsletter, 16(1). Retrieved from
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39. Houghton, S. , & Rivers, D. J. (2013a)
Houghton, S., & Rivers, D. J. (2013a). Introduction: Redefining native-speakerism. In S. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan. Intergroup dynamics in foreign language education (pp. 1–16). Bristol: Multilingual Matters.
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Native-speakerism and the complexity of personal experience: A duoethnographic study
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Discrimination_and_discriminatory_practices_against_NNESTs

40. https://teflequityadvocates.com/
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42. THANK YOU FOR WATCHING
Halina Ostankowicz- Bazan
8/2/2017