Abstract: There has been a high demand for online English teachers in ELT recently. Online language schools require candidates to be native English speakers from the Inner Circle countries. Such advertising reflects the effect of native speakerism, a discriminating ideology favoring native speakers as perfect role models for teachers and students in ELT. This talk explains native speakerism and its implications for online English language teachers whose native language is Serbian. It presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects these teachers experienced. It also suggests possible ways to restore teachers' self-confidence and promote their qualifications and skills so that non-native teachers aren't marginalized in the future.
Abstract: It is very common for English teachers to come across the terms "native" and "non-native" speakers, whether one is checking new job applications or reading a paper on teaching English as a foreign/second/additional language. This dichotomy, however, cannot be really portrayed as black or white. More than 50 countries around the world have English as an official language, and many of them were subject to violent colonial processes. As Mufwene (2001) shows us, the contact between the originary peoples' languages and the English spoken by the colonizers has an important role in the formation of some English language varieties. Centuries, or decades, later, those born in these nations can be considered native speakers of English, as this language was imposed over their territories long ago. However, we rarely get to see labels such as “Pakistani” or “Tuvaluan” English. Paraphrasing George Orwell, "all native speakers are equal, but some of them are more equal than others". Gnerre (1985) states that a linguistic variety is "worth" what its speakers are "worth" in society, that is, it is a reflection of the power and authority they have in economic and social relations. Sociolinguistics helps us to study the relationship between language and society, and also to better understand the dynamics of power related to language varieties. To illustrate this situation, this talk will present two sociolinguistic studies on native speakers (Labov, 1972, Kerswill, 2003), showing how their pronunciation changes according to the prestige of certain English language models.
Marketing a teaching business without using one's native language as the only (or any) leverage. Ola will present many alternatives to make it easier for teachers who are non-native speakers to see the value in their own work. Her talk witll be on why simply stating you are a Native Speaker is not to be considered as any type of marketing tactic and, most importantly, what should we say instead!
In language learning it seems logical to have the goal of 'being like a native speaker', after all, they are experts with a lifetime of practice. But English is now facing the unprecedented situation of being a true global language. In this presentation I will discuss the implications of this new paradigm for both teachers and students.
Abstract: Business schools in France, and in Europe in general, are not hiring non-native speakers, or sporadically. Despite the anti-discrimination legislation voted by the European Union, business schools are putting job ads asking for native speakers only, and do not even bother responding to non-natives. We can then ask ourselves: are business schools’ students destined to work only with native speakers of English? Of course not. Actually, as Lowenberg (2012: 84) observes “among 80% of the worlds’ English users are non-native speakers of English”. In other words, there is a bigger chance for a non-native speaker to discuss in English with another non-native speaker: a fact which is not acknowledged at all by business schools, where the only English model provided come from native speakers, and rarely from a non-native.
Observations, challenges and perspectives. A discussion about the situation that has been in place since 2022 concerning Russian-speaking teachers of foreign languages.
Elena will be tackling topics such as: finding jobs abroad, overcoming the native-speakerism bias, professional development opportunities, and more. Several possible strategies will be offered for the community of the teachers whose native language is Russian in finding arrangements and other opportunities in countries outside Russia.
Abstract: This talk delves into the unique challenges faces by non-native English teachers in Canada when working with dyslexic students in an EFL context. The workshop draws on personal experiences and narratives. Participants will gain insights into the intricate dynamics of language proficiency, cultural identity, and educational systems that impact the teaching and learning process while celebrating linguistic diversity.