Non-native Teachers

As I’m writing this, we are wrapping up registrations for another term of classes, and I’m finding myself talking about our courses and teachers to many prospective students. I often get asked if the teacher in a selected class is a native speaker of the language they teach. It’s a simple yes/no question but I have so many problems with it!

The question usually comes from the underlying assumptions that native speakers…

  1. A) are better teachers
  2. B) know the language more extensively

and

  1. C) students will learn to speak the language with their teachers’ native accents.

Because English is the most widely taught foreign/second language in the world, the issue of native-speaker preference is already being tackled in that universe and there is a lot we can learn from it, but let us take a moment here to discuss what we know from working with teachers of different languages and tackle the three assumptions mentioned above.

  1. There is no research that supports the assumption that native speakers make better teachers; there are no studies or statistics showing that students learn more, better or faster from native vs. non-native speakers. Where learning is concerned, other characteristics of a teacher are a much better measure. You will find that a teacher’s personality traits like patience and creativity, as well as, positive attitude and personal investment in teaching are the main predictors of students’ overall success.

Good teachers are those who are trained to teach foreign languages, have a passion for it, are kind and respectful towards their students, and continue to grow professionally. Both native and non-native teachers have the opportunity to become exquisite teachers, and the mere fact that someone is a native speaker doesn’t bring them any closer to being a good language teacher.

  1. On average, indeed, native speakers know more of the given language than non-native speakers, but only if we control for education levels. If we, however, compare a well-educated non-native speaker with a native speaker with less education, we will find that the non-native speaker will speak more intelligibly and will be able to use the language correctly in a wider range of situations, including professional and formal circumstances.

Something else worth noting is teaching a language requires what we could call “meta-knowledge” of the language, or some rudimentary linguistic awareness of the language. Let’s observe some examples of different language features that must be taught to students: the passive voice in English or German, the subjunctive in French and Spanish, the gender-number agreement in Russian and Polish. Native speakers of these languages use these features in their language every day but of course they never think about them. If asked, “why do you say it this way” they may have no idea. Alternatively, not every non-native teacher would do a good job teaching a class about it (see point A), but every one of them would know the concept of “passive voice, subjunctive, etc.”, why it has to have a place in the curriculum, why it needs to be used, and what is the difference between the passive and active voice – just to use this one example.

So what a teacher needs regarding language knowledge is both the functional ability, which is similar type of skill to riding a bike – you don’t know the mechanics of the bike or anatomy behind your muscle movements but you can ride a bike; and the analytical ability, i.e. having the awareness of each grammar point, sentence structure, fine differences between similar words and so on. On average, non-native teachers will have higher level of awareness of grammar and structures of the language than native teachers, but native teachers will have, on average, higher functional ability.

  1. The trouble with accent is that although some (=very few) people will actually pick up an accent from another speaker or their teacher, and to a minimal degree all of us can and do even in our native language (i.e. we try to accommodate the speaker by speaking similarly to them), most of us are not able to mimic perfectly the pronunciation or intonation of someone else, especially in a foreign language. If we were able to pick up accents just like that, I would now (after living almost 4 years in the United States!) have a perfect local accent. I don’t and I won’t, although I listen to and speak with Americans all the time. Typically, your accent in a new language is determined by your first language: most of us, saying things in a new language, sound like we are speaking our native tongue with new words and sentence order! Your accent will also be determined by other languages you learned or use. Finally, we might hear a little bit of your teacher in you, but probably no more than a tiny percentage.

This is all to say that having a native speaker as a teacher does not in itself give students any particular advantages.

Some teachers actually say being non-native is an advantage in a classroom!

But ultimately, rigorous training, actual and certified language proficiency, as well as personality and attitude should be the only selection criteria when hiring instructors in all language teaching institutions, for both native and non-native teachers.

Tennessee Foreign Language Institute Becomes Part of UT

KNOXVILLE – The Tennessee Foreign Language Institute is set to become an entity of the University of Tennessee system and the sixth agency of the UT Institute for Public Service on July 1, thanks to legislation by the Tennessee General Assembly.

The legislation eliminates the Tennessee Foreign Language Institute’s governing board, transfers its resources and assets to UT and renames it the Tennessee Language Center (TLC). Under this new arrangement, the center will tailor its mission to providing language services to state and local government entities in support of industrial recruitment, economic development and provision of government services. Through its five current agencies, IPS provides technical consulting and training to state and local governments, business and industry and law enforcement.

“We look forward to adding the important resources of the Tennessee Language Center to the rich portfolio of expertise and outreach already offered by our Institute for Public Service,” said UT President Joe DiPietro. “The ability to remove language barriers, whether as Tennessee competes in an increasingly globalized economy or as the state seeks to serve its increasingly diverse population, is an important asset I’m proud we can contribute.”

With the mission of Serving Business and Government to improve the lives of Tennesseans, IPS welcomes the Tennessee Language Center.

“This is a great opportunity for IPS to further our mission and work in Tennessee; and expand our already robust service offerings,” IPS Vice President Herb Byrd III said. “We look forward to welcoming the center staff to UT and adding 18 employees who are dedicated to public service.

The language center’s staff will become full-time employees of the university, but will remain headquartered in Nashville.

“We are excited to become part of a statewide university system,” said TLC Director Janice Rodriguez. “The Institute for Public Service has significant outreach across the state and that will be a tremendous asset as we provide our services to governments, industries and others.