ERIC Number: ED444353
Record Type: RIE
Publication Date: 1999-Nov
Reference Count: N/A
Native and Non-Native Speakers: The View from Teacher Education.
This paper investigates the usefulness of the labels "native speaker" (NS) and "non-native speaker" (NNS) in the field of Teaching English to Speakers of Other Languages (TESOL). The researcher's anecdotal experience is that NNSs bring under-appreciated strengths to teaching English to Speakers of Other Languages (ESOL). The recent research in this field is reviewed and the issues are raised when speakers of a language are divided into the NS and NNS categories. Excerpts from discussions and interviews with TESOL students, graduates, and professors are included to show the range of opinion on this subject. It is concluded that attitudes in the TESOL field are shifting, and NNSs are seen in a more positive light as their contributions to the teaching of ESOL are increasingly recognized and appreciated. This is especially true when NNS teachers teach students who share their first language and culture. It is suggested that greater openness and wider discussion of the contributions of NNS to the field and to their students is needed and should in time result in greater use of and opportunities for NNS teachers. (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwest Modern Languages Association (November 1999).