Introduction
Native speakerism is a pervasive ideology in language education that privileges the perceived superiority of ‘native speakers’ over ‘non-native speakers’. This belief system asserts that native speakers of a language are inherently better equipped to teach that language, which can lead to various forms of discrimination and stereotyping in educational settings. The consequences of native speakerism affect not only teachers but also students, and it undermines the richness of language learning experiences.
Stereotyping of Teachers
Native Speaker Ideal
The stereotype of the ideal ‘native speaker’ teacher is someone who speaks English (or another target language) as their first language and comes from a country where the language is the official language. This stereotype leads to discrimination against qualified teachers who happen to be non-native speakers, regardless of their proficiency or teaching skills. This discrimination is deeply ingrained in the education system and perpetuates the notion that only native speakers can provide an authentic language learning experience.
Psychological Burden
Non-native speaking teachers often face a psychological burden due to native speakerism. They may feel insecure about their language abilities, even if they are highly proficient. This insecurity stems from the constant comparison to native speakers and the pressure to meet unrealistic expectations. Their authority as language experts can be constantly challenged, leading to stress and a lack of confidence. Additionally, opportunities for professional development and promotion can be limited, as preference is often given to native speakers. This creates a sense of stagnation and hinders their career growth.
Impact on Students
Stereotypical Beliefs
Native speakerism not only affects teachers but also instills stereotypical beliefs in students. Students may believe that learning from a native speaker is the only way to gain ‘authentic’ language skills. This belief stems from the assumption that native speakers possess a natural fluency and cultural understanding that non-native speakers lack. As a result, students may develop a bias against certain accents, including their own, considering them less prestigious or correct. This accent prejudice perpetuates the idea that only certain accents are acceptable, leading to a narrow view of language diversity. Furthermore, the focus on native speakers often comes with a narrow cultural perspective, neglecting the global diversity of English or other languages. This cultural narrowness limits students’ exposure to different cultures and hampers their ability to navigate a multicultural world.
Robbing of Role Models
By exclusively highlighting native speakers as role models, students are deprived of the chance to see successful language learners who have achieved proficiency and can teach effectively. Non-native teachers serve as proof that language learners can reach a high level of proficiency, challenging the notion that only native speakers can be proficient in a language. Their experiences and journeys can inspire and motivate students who are also on the path to language acquisition. Additionally, students may relate better to teachers who have gone through the language learning process themselves. Non-native teachers can provide valuable insights and strategies based on their personal experiences, making the learning process more relatable and effective.
Solutions and a Way Forward
To combat native speakerism, the language education sector must take proactive steps towards inclusivity and fairness. Redefining competence is crucial. Acknowledging that language teaching competence is not determined by nativeness but by pedagogical skills, language proficiency, and the ability to inspire and facilitate learning is essential. Diversifying hiring practices is another important step. Ensuring that hiring practices are fair and based on qualifications and teaching ability rather than native speaker status will create a more equitable environment for all teachers. Promoting inclusivity is equally important. Including a diverse range of cultural and linguistic backgrounds in teaching materials and practices will broaden students’ perspectives and foster a deeper understanding of language diversity. Lastly, education plays a vital role in combating native speakerism. Raising awareness about the fallacies of native speakerism among educators, administrators, and students is crucial for dismantling this discriminatory ideology.
In summary, native speakerism is a discriminatory ideology that has no place in modern language education. By valuing all teachers for their skills and abilities and recognizing the benefits of learning from both native and non-native speakers, the field can move towards a more equitable and effective approach to language learning. Embracing diversity and inclusivity will enrich the language learning experience for both teachers and students, fostering a more inclusive and globally aware society.
