Native or non-native

I like the message this article tries to send us stating that “natives and non-natives have an equal chance to become successful teachers, but the routes used by the two groups are not the same.” (p.340) It is a very positive and promising message for me because I can be a good English teacher by taking the full advantage of this equal chance, and at the same time of the other advantages that natives do not have.

Before reading this article, my belief has been always that the more proficient a teacher is, the more efficient a teaching becomes in teaching English. Many non-native Korean English teachers, including me, compare their language proficiency with that of native and then they become frustrated. They tend to think they are useless in the presence of a native English teacher. Therefore, many non-native English teachers depend on native English teachers too much and consequently spend most of their time observing the class. Surely, many teachers forgot that there are weaknesses and strengths in both native teachers and non-native teachers. Even though native teachers are fluent in English, they have difficulties understanding the needs of students and using some learning strategies effectively. However, non-native teachers can understand students’ difficulties better and use appropriate learning strategies with their students.

I have some experience in teaching with native teachers. I remember that if we had enough time to talk about the lesson, we could teach students more successfully. However, when only a native teacher conducted a lesson at the beginning of the semester, especially, when he was not familiar with students, the class was not so successful. Even though he was a fluent speaker, he failed in figuring out students’ characteristics and needs. Without complementing one another in their strengths and weaknesses, teaching English is not likely to succeed. Native teachers can provide clearer and more accurate input for students, while non-native teachers can help students understand what the native teacher explained, sometimes using mother tongue.

Even though I have some advantages over natives as a teacher, I am very often frustrated by my limited English ability. I have to accept this limitation as my reality. What is a qualified teacher? In my opinion, it is very difficult to answer because teaching is so complicated that it requires many different skills. I do not have to compare my English ability with that of native. However, as an English teacher, language proficiency is the most important element. There are not enough native English teachers in Korea. Therefore, usually only Korean teachers teach students without any help from native teachers. When Korean people evaluate the English teacher’s language proficiency, they tend to take into account only pronunciation. They do not consider other components of language proficiency, such as, vocabulary, grammar, speaking, writing, etc. Many Korean people think that English teachers should sound like a native speaker. Most English teachers do not sound like a native speaker. Therefore, many Koreans, including parents and students, do not trust Korean English teachers. They do not consider the advantages Korean English teachers have. They want to take lessons from native teachers outside the classroom, without considering their qualification.

The class I am taking now is a good example of how a non-native teacher can be a successful teacher. I do not compare her pronunciation with that of native. Her accent is a little bit different from that of native. However, I think accent is not so important. She has high English language proficiency. In addition, she understands students’ difficulties very well. It is very surprising that she understands what I am saying even though there are many mistakes in it although usually natives cannot understand it. She is more empathetic to the students’ needs and difficulties. While I am taking her class, I hope that I can be a good teacher like her.
I heard from her that “the change in the society is very slow compared to the development of theory”. Many people contend that natives and non-natives have an equal chance to become successful teachers. However, it seems that the Korean society reluctantly accepts this message. I hope that in the future many Korean people think that Korean English teachers too have many advantages and are able to create the environment where they can make good of these advantages.