The native/non-native teacher debate: insights into variables at play

Abstract

Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on students’, parents’, and teachers’ preferences towards NESTs and NNESTs through questionnaires and group discussions. Data was gathered from 507 students, parents, and teachers, who were asked to assess language teachers in four different categories. Results suggest that some variables (i.e., course, extracurricular English classes, type of teacher, gender, and country of origin) influence participants’ preferences for each type of teacher.

Keywords:

• native speakerism
• native speaking teacher
• non-native speaking teacher
• English language teaching

Additional information

Notes on contributors

Kebir Colmenero

Kebir Colmenero is a PhD student supervised by Professor David Lasagabaster at the University of the Basque Country UPV/EHU, Spain. He obtained his BA in English Philology from the UPV/EHU and he holds an MA in Language Acquisition in Multilingual Settings from UPV/EHU and an MA in Education Training for Professional, Secondary and Language Teachers from the International University of Valencia . Kebir works as an EFL teacher in schools in Spain and as a research assistant at Language and Speech Laboratory in UPV/EHU. His PhD dissertation focuses on attitudes towards native and non-native speaking English and Basque teachers. He has presented his work at different international conferences (Saarbrucken International Conference on Foreign Language Teaching and All-Ireland Research Conference on Immersion Education) and has recently published some papers together with Professor David Lasagabaster in international journals. His research interests include native speakerism, minority language teaching and learning, bilingualism, multilingualism, language attitudes and motivation.

David Lasagabaster

David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. His research revolves around EMI (English-Medium Instruction), CLIL (Content and Language Integrated Learning), attitudes and motivation, and multilingualism. He has published widely in international journals (Applied Linguistics, Language Teaching, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, The Modern Language Journal, Studies in Higher Education, Language Teaching Research, Language and Education, System, TESOL Quarterly, etc.), books and edited books. Among others, he has co-edited “English-medium Instruction at Universities: Global Challenges” (Multilingual Matters, 2013), “Motivation and Foreign Language Learning: From Theory to Practice” (John Benjamins, 2014), and “Language Use in English-medium Instruction at University: International Perspectives in Teacher Practice (Routledge, 2021). He is the author of “English-medium Instruction in Higher Education” (Cambridge University Press, 2022).