Dita starts by telling us what her talk is NOT about – statistics, definitions, discrimination etc.
Then she tells us about Martina who was incredulous that it was possible to be Czech and teach English in Oxford.
Dita started learning English when she was 6 years old. She did her CELTA in Czech Republic, with British and Polish tutors. It was great for the NNS to have Polish tutors but it was never discussed, which was a real missed opportunity. Would have been good to talk about teachers as role models. She was one of the first NNS teachers in the first school that hired her, as it was new for them to recruit NNS. When she got to Oxford, applying for jobs, a number of schools told her yes your qualifications and experiences are good but we don’t hire NNS but finally she did get a job at a school with a different policy.
She was very nervous to start with, about student reactions. She was asked to teach an exam class and the students were a bit rowdy and she eventually said they should listen because this is what worked for her, and then the rest of the lesson was a Q and A about how she had done, it – they wanted to know. This was her eureka moment and she feels all NNS teachers deserve this experience.
As a teacher trainer, Dita thinks that for those who are still waiting for that eureka moment it should be provided vicariously – through teacher training. Of course she tries to be a role model to trainees on her course. If you can’t be that yourself, you might have a colleague you could invite. Other options: you could go online – show them the NNEST of the Month Blog etc.
Barbara is another teacher that Dita met on a similar course to Martina, and she said she would be disappointed if her teacher in Oxford wasn’t an NS, not realising that Dita wasn’t. Is it because they’ve been told so many times that NS are better, that they have come to believe it? The dilemma – should she tell them or hide it, that she is an NNS? Teachers have developed lots of coping mechanisms – Dita knows, she has tried them all. But these days she is more relaxed about it. But one thing she sees as her responsibility as a trainer is that the discussion about native and non-native needs to be raised. On a mixed CELTA course that is not difficult to do, it comes up naturally for example in a language awareness session. The discussion of ELF can help steer towards it to. There is a BBC I-Player 30 minute Word of Mouth about English as a Lingua Franca, Dita will play 15 mins of it and it really gets participants talking.
Maria’s quote is about fear regarding not sounding like a native speaker despite being C2 – i.e. a fear of inadequacy. There isn’t a lot of research into teachers’ attained level vs their perception of their level. Whatever they think impacts their professional self-esteem and confidence. Language development should be part of developmental courses however language proficiency is only one element of proficiency, it’s also about knowing how to teach.
Suggestions for TT:
- Provide role models – trainers, guest speakers, online
- Create discussion
- Focus on language development including what they know
- Focus on teaching pronunciation
- Connect peers
A C2 level teacher shouldn’t be going around saying they are no good. Positive role models and awareness of NNS who can and do would help this issue.
Dita gives an example of the second point: a video of Gordon Strachan is used with no preparation. A tricky listening but they could understand what was said. Would you use it with students? Jargon, background noise, accent etc and then Dita likes to point out, ok, indeed it has, and YOU UNDERSTOOD IT! Something to be proud of…
Another example given is Sonia, who thinks she can’t teach pronunciation because she is not a native speaker. Pron is linked to language proficiency but the last thing that identifies people as NNS. E.g. Sonia’s English was amazing but she had a hint of an accent, and thus couldn’t bring herself to work on pronunciation in class. Dita wants teachers who leave her course not to think they can’t do something for such a reason.
Dita shows us a video of an NNS teacher speaking confidently about teaching pronunciation having done a pronunciation course and recommending this. NNS teachers tend to know all the theory but might shy away from doing it in the classroom, so it’s useful to provide positive experiences and engaging materials. Hopefully they can take this and use it in their classrooms. It doesn’t matter what material you use but two things should come out of it: teachers should go away knowing where to find such activities easily and having had a good time. That is the major thing to help them overcome that fear in the classroom.
Dita’s course receives positive feedback regarding collaboration between NS and NNS, so that both can appreciate each others’ strengths. So it is a good idea to have mixed CELTA courses, Erasmus programmes and show trainees where to go online for support, to discuss these issues. E.g. TaW SIG, TEFLEquity, NNES in TESOL Interest Section.
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There was some audience discussion:
Audience: terms NNEST and NST are propagating the problem. We should use “preferred language”, “competent language”, “proficiency”. Dita: A valid point, I agree. There is a transitional stage where we have to work out how to talk about these issues and not perpetuate it.
Audience: Where does the native speaker label come from? I got a job as a native speaker because I have an Australian passport but I don’t speak English as my first language. Dita: Where does it come from? I guess from Chomsky!
Audience: Any suggestions for helping trainees to distinguish between accent and pronunciation, in that pronunciation matters and accent doesn’t matter, as teachers? Dita: accent perception depends on where you are e.g. a glaswegian in Birmingham wold be perceived as having an accent.
Audience: It depends on your perception of yourself. To start with I hid it but now I have relaxed about it. Dita: And that’s the kind of attitude I would like people on my courses to go out with.