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• W2741831730 abstract "Introduction This article is a discussion of a study into attitudes towards NNS teachers of ESOL in a London College of Further Education. Attitudes towards ‘non-native’ speaker teachers of English matter because of the reality that, ‘on a global level the ELT profession is perhaps the world’s only profession in which the majority face discrimination’ (Ali, 2009: 37). It has been estimated that currently 80% of English teachers worldwide are non-native speakers of the language (Braine, 2010). It is not only the problem of discrimination which reflects poorly on the ELT profession but also the negative consequences of the strongly held ‘birthright mentality’ (Thomas, 1999: 6); the belief that being a native speaker is a qualification for language teaching in itself. As teacher educators we should actively resist what Adrian Holliday (2005) refers to as ‘native speakerism.’ The material consequences of excluding NNS teachers from employment are manifestly unjust. Furthermore, there is no pedagogical basis for the notion that a native speaker teacher possesses any innate ability to teach more competently. This issue has received a great deal of attention over the last 20 years. Most of this research considers the ELT profession as a global phenomenon. There are some good reasons to view ELT as a single entity. However, English language teaching is as diverse as the many countries and regions in which it takes place. It is influenced and shaped by the histories and cultures of those places, and adapts itself to the needs and demands of learners, institutions and states. Therefore, whilst it would be naive to dismiss the influence of the modern, global ELT industry, it is also a mistake to believe that any one set of values or attitudes determines how English teaching operates in any particular place or time. Attitudes towards NNS trainees and teachers of ESOL at the college I study here are quite different to those in previous research. It is a small sample in a particular place at a particular time, but it indicates that NNS trainees and teachers are not viewed there as problematic, unusual, or even exotic. In fact, they are in many ways preferred. This also matters, not because it in any way undermines what has been found in different contexts but because it challenges the presupposition that marginalisation is natural or normal. It is surely important as teacher educators to be aware, not only that discrimination does exist but also that it can be resisted. We should be able to communicate to our trainees that it is not inevitable that NS speaker teachers will be valued over NNS teachers. Nevertheless, my aim is not to construct what Maggie MacLure refers to as the ‘celebratory discourse of insider-hood’ (Maclure, 2003: 103). Conflicts and contentions surrounding the ‘ownership’ of English and the status of its many varieties are much in evidence in the college. Although a detailed examination of these issues is outside the scope of this article, they are also important aspects of the challenge facing ELT educators." @default.
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• W2741831730 title "POSITIVE ATTITUDES TOWARDS NON-NATIVE SPEAKER TEACHERS OF ENGLISH" @default.
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