The power relationship between non-native and native English teachers CATESOL, April 23, 2004 Ryukoku University SOO IM LEE lee@biz. ryukoku. ac. jp
The motives of this study • 1. being inspired to work on the empowerment of non-native English teachers by NNEST, TESOL Caucus group • 2. to create a non discriminatory professional environment for all TESOL, ESL and EFL contexts • 3. to encourage research and publications on the role of nonnative speaker teachers in ESL and EFL contexts, and • to promote the role of nonnative speaker members in TESOL and affiliate leadership positions.
ESL Contexts http: //www. eslbee. com/advanced_composition. htm • "Students should understand the power realities" (Delpit 293), and that teachers should teach the "communicative codes of the powerful" including ways of writing (Delpit, by Villegas 23). Only by adapting to the communicative codes of the powerful will writers strengthen their capacity to be heard. Perhaps through writing that meets the expectations of the US academic audience, nonnative speakers of English can influence social, economic, and political developments to conform to their vision of a better world. • http: //www. eslbee. com/advanced_composition. htm
EFL contexts • Native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999; Canagarajah, 1999; Rampton, 1996).
I hate the segregation of Native and Non-Nativeness; • Teacher, You Got it All Wrong • by Christina Chang, Taiwan • Can a Nonnative English Speaker Be a Good English Teacher? • by Icy Lee, Hong Kong, from TESOL Matters, Vol. 10, No. 1, February/March 2000
Strengths of NNESTs Medgyes (1994) • 1. effective providers of learning strategies • 2. better anticipators of language learning difficulties • 3. being sensitive to language learners’ needs and • 4. facilitators of language learning as a result of a shared mother tongue.
Challenges for NNESTs (1) SHARE An Electronic Magazine by Omar Villarreal and Marina Kirac © Year 4 Number 102 April 17 th 2003 • Other researchers (Canagarajah, 1999; Thomas, 1999) also found that native speakers of various international varieties of English, such as Indian or Singapore English, were considered less credible and less competent teachers than those who come from what Kachru (1985) defines as "countries of the Inner Circle" (i. e. , Great Britain, the United States, Canada, Australia, and New Zealand).
Challenges for NNESTs (2) SHARE An Electronic Magazine by Omar Villarreal and Marina Kirac © Year 4 Number 102 April 17 th 2003 • Some NNESTs have reported that many of their students resented being taught by a nonnative speaker until they were able to prove that they could be as effective as a native-English-speaking teacher. In reality, speakers of more than one language have both a sophisticated awareness of language and the ability to relate to students' needs (Canagarajah, 1996; Phillipson, 1992).
The socio-cultural contexts in Japan • The subject of Eigo is often taught by Japanese teachers and the subject is needed for passing entrance examinations to enter high schools and universities. • Eikaiwa, on the other hand, is a term coined to describe spoken English conversation as taught at colleges, universities and language schools often by native speakers.
The Problems of Xenophobia • Discrimination against non-Japanese in higher education has been dubbed "Academic Apartheid. " The Problems of Xenophobia and the Teaching of English at Japanese Universities, Alex Shishin (Kobe), Inoue (2000) • the Japanese lifelong employment system, while native English teachers are “Sudden death contract”/the "ninkisei" system, most contracts foreign teachers are one and two years. In many cases foreign teachers are informed that their contracts cannot be renewed after a prescribed period of time.
The research questions of this study • reexamining the roles of Japanese teachers in the relationships with native speakers of English in ELT in Japan • and also focusing on the power relation between the two groups.
The participants • There were 52 female (68%) and 24 male (32%) respondents for the questionnaire. 55 of the total respondents (72%) had a tenure position while 21 of them (28%) were contracted teachers. 56 of the total respondents (74%) had overseas experience and 20 of them (26%) didn’t. 12 respondents (15%) had less than 5 year work experience, 26 of them (21%) had from 5 year to 10 year experience, and 38 teacher (53%) had more than 10 year work experience.
The questionnaire to set a theoretical framework • Q. 1 Are you confident in your English ability? I can’t answer. No, I am not confident. Yes, I am confident. 32% 28% 16%
Q. 2 What skill are you good at teaching most? • • • 1. Four skills (integrative skills) 5% 2. listening skill 12% 3. reading skill 22% 4. grammar skill 26% 5. writing skill 7% 6. speaking skill 4%
fallacy of diversity and racism in education and language teaching • Not only the need for English fluency but also the failure of Japanese English teachers alone to establish universal Japanese English fluency has created an acute need for so-called native speakers of English at not only universities but also private language schools and, recently, in secondary schools as visiting Japan English Teachers under a special Education Ministry program (foreigners are not allowed to teach full time or even part time in Japanese secondary and elementary schools otherwise). While superficially welcomed, Foreign English teachers in Japan must inevitably confront institutional and popular Japanese racism.
Q. 3 What skill are you poor at teaching most? 1. listening skill 2. reading skill 3. grammar skill 4. writing skill 5. speaking skill 8% 8% 5% 19% 36%
Q. 4 Can you speak to native English teachers in front of your students without being nervous? • 1. I can’t answer. 8% • 2. No, I can’t speak without being nervous. 56% • 3. Yes, I can without being nervous. 12%
Q. 5 Do you think your Japanese colleagues have confidence about their English? 1. I can’t answer. 32% 2. No, I don’t think so. 36% 3. Yes, I think so. 8%
Q. 6 Do you think your Japanese colleagues can talk to native English teachers in front of their students without being nervous? 1. I can’t answer. 2. No, I don’t so. 3. Yes, I think so. 36% 32% 8%
Q. 7 Does your teaching method match with the stated goal or objectives (aiming at communicative competence) in the curriculum? 1. I can’t answer. 2. No, I don’t think so. 3. Yes, I think so. 28% 24%
Q. 8 Do you think Japanese have inferiority complex toward native speakers of English? 1. I can’t answer. 2. No, I don’t so. 3. Yes, I think so. 16% 34% 57%
Q. 9 Do you think native English teachers who have low Japanese language proficiency can teach well? 1. I can’t answer. 20% 2. No, I don’t so. 28% 3. Yes, I so. 28%
Q. 10. What skill can you teach better than native English teachers? listening skill 45% reading skill 48% grammar skill 24% writing skill 0% speaking skill 0%
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