The English Teacher Who Learned English
DOI:
https://doi.org/10.69760/egjlle.2500183Keywords:
Non-native English-speaking teachers, native-speakerism, ELT hiring bias, language teaching methodology, NNEST advantages, second language acquisition, accent bias in educationAbstract
The belief that native English speakers make superior language teachers has long influenced hiring practices and student perceptions in English language teaching (ELT). However, this assumption overlooks the unique strengths of non-native English-speaking teachers (NNESTs), who often bring structured teaching methods, a deep understanding of grammar, and firsthand experience of language learning challenges. While NNESTs excel in pedagogy, they frequently face biases related to their accents, hiring discrimination, and the pressure to prove their legitimacy. This paper argues that effective teaching is determined by methodology, not nativeness, and that NNESTs play a crucial role in English education. Drawing on research, it debunks the native-speaker myth and advocates for a more inclusive approach in ELT that values teaching ability over linguistic background. The findings support the need for a shift in hiring policies and attitudes to recognize the contributions of NNESTs as equally, if not more, effective than native-speaking teachers.
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