Second Language Learning and Language Teaching

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10.4 Are native speakers better language teachers?
Are native speakers better language teachers? 185
Box 10.8 Ways of using the L1 in the classroom
1 Teacher conveying meaning:
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teacher using L1 for conveying meaning of words or sentences;
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teacher using L1 for explaining grammar.
2 Teacher organizing the class:
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teacher using L1 for managing the classroom;
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teacher using L1 for giving instructions for teaching activities;
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L1 used for testing.
3 Students using L1 within classroom:
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students using L1 as part of main learning activity;
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students using L1 incidentally within classroom activities.
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Would you prefer to be taught by a native speaker teacher or a non-native
speaker teacher? Why?
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What are the strengths of native speaker teachers? The weaknesses?
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What are the strengths of non-native speaker teachers? The weaknesses?
Focusing questions
A divisive issue in many parts of the world is whether it is better for the teacher to
be a native speaker or a non-native speaker. The job ads given in Box 10.9 show
the emphasis that EFL recruiters place on native speakers. In many universities
Box 10.9 Online ads for EFL teachers
In London
‘Qualified, native speaking English teachers’ (a centre in Northfields)
‘Please do not apply if you don’t have Native English Speaker Competency’ 
(University of East London)
‘The candidate should be a native speaker’ (the Shakespeare College ‘near
Liverpool Street’)
Outside England
China: ‘Are you a native English speaker or “near native”. . .?’ (University of
Southampton ad)
Korea: ‘Must be native speaker and UK, Ire, USA, Can, NZ, Aus, SA citizen’ 
(English Teacher Direct)
Ecuador: ‘Wall Street Institute Ambato is looking for Native Speakers (no 
experience needed)’
And it is not just TEFL jobs. An ad on a North London pub wall asks 
for: ‘Assistant Manager. . . English first language’.

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around the world, non-native language teachers find it harder to get permanent
or full-time positions and are paid less than native speaker teachers. In UK 
universities it is usual for language teaching to be carried out by native speaker
teachers, often on a teaching rather than an academic grade.
Why then are native speakers so desirable? One justification often put forward
is that the students themselves demand native speakers. In a survey I conducted
in several countries, children in England gave native speaker teachers a 55 per
cent preference, in Belgium 33 per cent; 60 per cent of adults in England preferred
natives, and in Taiwan 51 per cent. Outside England the preference for native
speakers is not overwhelming.
Box 10.10 shows some of the features that Hungarian students valued in native
speaker and non-native speaker teachers, researched by Benke and Medgyes
(2005). The non-native speaker teacher is seen as an efficient teacher, preparing
you for exams, correcting your mistakes and knowing how good you are, but
dependent on the coursebook. The native speaker teacher is concerned about
spoken language, more friendly and has more flexible and interactive classes.
The L2 user and the native speaker