Six years have passed since Silvana Richardson’s eye-opening plenary gave an insight into how non-native teachers were struggling to find equal opportunities as native English speakers. Even though many field professionals are highly aware of the discriminatory behaviours of school employers, not much has changed in the job advertisements looking to hire unqualified native speakers over qualified professionals. It is a long battle which can be won only by raising enough awareness towards the preconceived notion of what constitutes being an English teacher.
When my parents named me they wrote my name in Armenian, as they are Armenians at birth themselves and so am I.
I will say it again, this time more clearly:
New English students don’t really know anything about teacher qualifications, what native speakerism is, the struggles that non native speakers face, or how good their teachers are.
The message for the longest time has been, native speaker teachers are good (meaning non native teachers are bad).
Hence, we find ourselves having to justify WHY we are English teachers at all, being born in so and so place, not speaking like Her Majesty.
The narrative has become counterproductive for students because they find themselves in a room with a native speaker and not a native or non-native TEACHER.
HERE ARE SOME THINGS YOU MIGHT WANT TO AVOID SAYING TO YOUR STUDENTS AS THEIR ENGLISH TEACHER
5 TIPS THAT WILL STOP YOU FEELING SORRY FOR YOURSELF AND GET THAT JOB
Things you can do to reduce TTT:
– Ask Open Ended Questions
– Use Back Channeling to keep conversation going on the student’s end, etc.
Hi everyone, I’m a 27 year old armenian girl teaching English in northern Italy. If that’s not confusing enough I’ve lived in many different countries during my childhood years due to my father’s job. My parents decided to move country every year or so causing a loss of identity in me at a very youngContinue reading “Introducing me…(year 2013)”