Summary

The article discusses the concept of "native-speakerism" in the English language teaching (ELT) field and its discriminatory impact on non-native-speaker teachers, while also addressing the misconception that learners should aim to speak English like native speakers.

Abstract

The article begins by introducing the notion of "native-speakerism" in the English language teaching (ELT) field, which is the belief that native-speaker teachers are superior to non-native-speaker teachers due to their inherent understanding of Western culture and English language teaching methodology. This idea is criticized as a form of discrimination and even racism, as it perpetuates the idea that inner-circle countries such as the US, the UK, and Australia own English. The article then discusses the situation in China, where learners and non-native English speakers prefer native speakers as teachers, and highlights research showing that native speakers are often selected over non-native speakers for plenaries at ELT conferences. The article concludes by arguing that learners should let go of the "native-speaker" ideal and focus on learning English as a lingua franca, as striving to speak perfect American or British English can result in a loss of identity.

Opinions

The idea of "native-speakerism" is a form of discrimination and racism in the ELT field, as it perpetuates the idea that native-speaker teachers are superior to non-native-speaker teachers.
Learners and non-native English speakers often prefer native speakers as teachers, as they are perceived as the best model for learning.
Native speakers are often selected over non-native speakers for plenaries at ELT conferences, further perpetuating the idea of "native-speakerism."
Learners should let go of the "native-speaker" ideal and focus on learning English as a lingua franca, as striving to speak perfect American or British English can result in a loss of identity.
The use of terms such as "L1" and "L2" users instead of "native" and "non-native" speakers could result in a more inclusive view towards those who acquired English as their first language and those who didn't.
Teaching English as a lingua franca, instead of creating fake models in which LX speakers of English interact with L1 speakers of English, requires a mindset shift from teachers, publishers, educators, linguists, and learners.
The article suggests that becoming like a native speaker also burdens the learner with a loss of identity that is part of the speaker’s culture, and that the ordinary English learner and learners of English for specific purposes should not be measured and assessed using NS standards.

Want to speak English like a native speaker? Read this first.

Language learners, and English language learners in particular, always want to achieve language proficiency as good as native speakers. There are many videos on YouTube and articles on Medium with titles like “How to speak English as a native speaker” or “how to achieve native speaker proficiency levels”. You’ve probably clicked on this article for the same reason. However, we need to talk about this native speaker thing.

Native-speakerism: discriminating within the field of ELT?

There is a notion in the field of English language teaching (ELT) called ‘native-speakerism’, which is the idea that “native-speaker teachers represent a ‘Western culture’ from which spring the ideals both of the English language and of English language teaching methodology” (Holliday, 2006).

The idea that non-native-speaker teachers are poorer teachers compared to native-speaker teachers is posited by those who feel native speakers have a somewhat divine right to teach “their” language.

As such, native-speakerism seeps through everything ELT related: from the teachers to the variety of English that is taught. Some believe the latter is a reminiscence of colonialism and the idea that inner-circle countries such as the US, the UK, and Australia own English.

Holliday (2017) goes even further and labels native-speakerism as a racist practice, albeit based on critical sociology, and some research shows that in the world of ELT, being perceived as a native-speaker teacher is linked to being white and Western-looking (Kiczkowiak & Lowe, 2021).

The fact remains, however, that native-speakerism paves the way for discrimination towards non-native-speaker teachers, who might be rejected because they are non-native speakers.

The situation in China

Learners and non-native English speakers prefer native speakers as teachers over non-native speakers. As discovered by Wang & Fong (2020), Chinese EFL learners regarded native-speaker teachers and their standard English as the best model for learning.

These Chinese students also felt that the native English speakers’ classes were more energetic, fun, and engaging.

On the other hand, the students who maintained a positive attitude appreciated the non-native speakers’ attempts and successes while learning English as a second language. They felt these teachers could relate to the struggles others might have while acquiring a foreign language.

ELT research

The prejudiced position native speakers have in the ELT world even permeates ELT research and speakers at ELT-related conferences. Native speakers tend to be selected more often to give plenaries at conferences than non-native speakers (Kiczkowiak & Lowe, 2021), even though NNS outnumber NS.

For the learners.

So what does all of this mean for learners of English? Learners need to let go of the ‘native-speaker’ ideal and realise that they’re probably learning English as a lingua franca, a variety of English used in contexts where NNSs talk to other NNSs. The fact that some learners chase the NS ideal feeds language schools and can further postulate that all learners should be measured against NSs.

That doesn’t mean that native speakers aren’t useful when learning languages; they are, in the end, people who speak and use the language learners are trying to learn. Nevertheless, becoming like a native speaker also burdens the learner with a loss of identity that is part of the speaker’s culture. Speaking perfect American or British English means plunging into the cultures that go with those varieties of English in order to fully grasp the sociolinguistic elements that make someone American or British.

Plunging into AmE or BrE should not be opposed but should be left to those who are also interested in those cultures: English literature majors, cultural anthropologists, and sociolinguists. The ordinary English learner and learners of English for specific purposes should not be measured and assessed using NS standards, as this could be pernicious for their confidence.

Mindset shift

There also appears to be a mindset shift for some EFL learners. Choi (2016) found that South Korean English speakers who moved to the US for academic purposes chose not to focus on AmE standards and are not trying to achieve AmE native-speaker goals. These speakers also think NNS who try to do that and who try too hard to sound native are fakers or novices who haven’t understood yet that such behaviour could be associated with inauthentic bilinguals.

The same can be seen in The Netherlands, where some English speakers tend to exaggerate a posh British English accent. (Quick disclaimer: everything that follows is purely anecdotal) Others might make fun of them for speaking like that and feel that those speakers are only making fun of themselves. Interestingly, Dutch English teachers have already made a shift away from only accepting BrE since AmE is the dominant variety of English in Dutch media.

Again, a genuine interest in American or British culture can result in the adaptation of features present in AmE and BrE, and this can result in great language users who are indistinguishable from L1 speakers of AmE or BrE, but this should not be the norm or a goal for all EFL learners. If you’re comfortable speaking English fluently, albeit with an accent, and you are perfectly intelligible to others, you have achieved your goal.

It is important to recognise that language is acquired and not learned, meaning that you should keep working on your language proficiency. Sometimes this includes looking up slang vocabulary or certain idioms and collocations that are only present in an L1 variety of English.

Can we solve the problem?

Although some might consider this discussion about ‘native speakers’ and ‘non-native speakers’ unwarranted, the fact that NNS teachers are discriminated against should galvanise linguists into action. Holliday (2017) proposes straying away from the terms ‘native speaker’ and ‘non-native speaker’, and terms like L1 and L2 user, expert and proficient speakers, or even L1 and LX users could result in a more inclusive view towards those who acquired English as their first language and those who didn’t (see Kiczkowiak & Lowe, 2021). The latter situation behoves language learners and teachers to avoid implying a hierarchical relationship between a speaker’s languages.

A more radical approach should be teaching English as a lingua franca, instead of creating fake models in which LX speakers of English interact with L1 speakers of English, as is done in many language learning books. This requires a mindset shift from teachers, publishers, educators, linguists and, more importantly, the learners.

What do you think? Please share your thoughts!

Sources referred to in this article:

Choi, L.J. (2016). Revisiting the issue of native speakerism: ‘I don’t want to speak like a native speaker of English’. Language and Education, 30(1), 72–85.

Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387.

Holliday, A. (2017). Native-Speakerism. In J.I. Liontas (ed.), The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc.

Kiczkowiak, M. & Lowe, R.J. (2021). Native-speakerism in English language teaching:

‘native speakers’ more likely to be invited as conference plenary speakers. Journal of Multilingual and Multicultural Development.

Also worth reading:

Seidlhofer, B. (2013) Understanding English as a Lingua Franca. Oxford: Oxford University Press. https://amzn.to/3MJX7R5 (note: this is an affiliate link, which means that I get a small commission if you buy the book).