Navigating Native Speakerism & Demystifying Proficiency in Language Education

Dear NonNative Community,

Happy Wednesday! We hope that your week has been full of inspiration and meaningful teaching experiences. As part of our commitment to support your professional growth, this week we're exploring a crucial topic: language proficiency vs. teaching proficiency in language education.

Language Proficiency vs. Teaching Proficiency

Language proficiency and teaching proficiency are distinct yet equally important aspects of effective language education. Language proficiency refers to the ability to use a language accurately and fluently across various contexts. It encompasses skills such as speaking, listening, reading, and writing, along with a deep understanding of vocabulary, grammar, and syntax (Bachman & Palmer, 1996). This proficiency is typically measured through standardized tests like TOEFL or IELTS, which assess a person's ability to comprehend and produce language in real-world scenarios.

On the other hand, teaching proficiency involves a set of pedagogical skills and knowledge essential for effective instruction and classroom management. It includes the ability to plan lessons, manage classroom dynamics, assess student progress, and adapt teaching methods to meet diverse learning needs (Richards, 2011). Teaching proficiency is often developed through formal education and professional development programs, such as TESOL or CELTA certifications, which provide teachers with the theoretical and practical tools needed to facilitate learning (Freeman, 2009). Effective language instruction requires more than just the ability to speak the language; it demands a thorough understanding of pedagogical principles and the ability to apply them in a classroom setting (Medgyes, 1994).

Navigating Native Speakerism

High language proficiency doesn't guarantee effective teaching. This bias marginalizes skilled multilingual educators and impedes inclusive learning environments. Native speakers may intuitively recognize language errors, but they often lack the formal training to explain the underlying rules and concepts, which can hinder their ability to teach effectively (Seidlhofer, 1999). Academic discourse underscores the urgency of transcending native speakerism for equitable language education (Phillipson, 1992; Jenkins, 2000). Multilingual educators who have learned subsequent languages, often bring these valuable insights into the learning process. They are familiar with the challenges learners face and can provide targeted strategies to overcome these obstacles. Furthermore, these teachers often possess strong pedagogical skills developed through rigorous training and professional experience, making them highly effective educators (Braine, 2010). By acknowledging the importance of both language proficiency and teaching proficiency, we can foster a more inclusive and equitable approach to language education that appreciates the diverse skills and contributions of all teachers, regardless of their native language.

Why Teaching Proficiency is Non-Negotiable:

• Elevating Learning Experiences: Proficient educators create dynamic classrooms, catering to diverse learners and fostering engagement.

• Championing Equity: Recognizing teaching proficiency ensures fair treatment for all educators, fostering diversity and inclusivity.

• Nurturing Comprehensive Growth: Balancing language and teaching skills empowers educators, benefiting professional growth and student success.

Side Note: It's worth understanding the difference between fluency and proficiency. Fluency emphasizes smooth communication, while proficiency encompasses broader language skills, including accuracy, comprehension, and navigating complex linguistic structures. Understanding this distinction is essential in language teaching and learning because it shapes how we approach language education. Fluency is vital for real-life interactions and building confidence, while proficiency ensures a deeper mastery of the language for correct and effective use in various contexts. Understanding these distinctions enables educators to set realistic goals, curate instruction to address diverse learner needs, and more accurately assess progress, ultimately leading to improved learning outcomes.

Reflection: Are you fluent, proficient, or perhaps both? Consider how these aspects of language mastery play a role in your teaching and learning experiences.

Driving Change in Language Education:

Multilingual Educators: Affirm your unique expertise and advocate for inclusive teaching practices that challenge the biases inherent in native speakerism. Use your personal experience of learning and mastering multiple languages to connect with your students and provide them with practical strategies for overcoming linguistic challenges. Your perspective is invaluable in creating a more diverse and equitable educational environment.

Mother Tongue Educators: Embrace the importance of pedagogical growth to complement your language proficiency and enhance teaching effectiveness. Recognize that being a native speaker alone does not automatically make you a superior teacher. By investing in your professional development and standing on your credentials, you can offer more comprehensive and effective language instruction. Reject the privilege that comes with native speakerism and commit to continuous learning and improvement in your teaching practices.

Enroll in Professional Development Courses: Enhance your pedagogical skills through specialized training programs tailored to language educators. Participate in webinars, workshops, and conferences to stay updated with the latest teaching methodologies and classroom management techniques. These opportunities allow you to gain insights from seasoned educators and experts in the field, helping you refine your teaching strategies and better meet the needs of your students.

Engage in Community Discussions: Join forums and professional networks where you can exchange ideas and best practices with fellow educators. Engaging in these discussions helps you stay connected with the broader teaching community, learn from others' experiences, and share your own insights. Building a supportive network of colleagues fosters collaboration and continuous growth, ultimately enhancing the quality of language education for all students.

Thank you for being part of our community dedicated to reshaping language education. Let's rise above native speakerism and cultivate inclusive teaching and learning environments; Let's keep rewriting the narrative!

Please comment and share your ideas with the community!

Warmly, 

Courtney & Sefa
The NonNative Team

P.S. Stay tuned for our upcoming newsletter on unpacking the knapsack of native speaker privilege where we will identify the advantages native speakers enjoy, help native teachers recognize their conscious and subconscious reliance on these privileges, and provide strategies to advocate for fairness in foreign language education.

References:

Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford University Press.

Braine, G. (2010). Non-Native Speaker English Teachers: Research, Pedagogy, and Professional Growth. Routledge.

Freeman, D. (2009). The Scope of Second Language Teacher Education. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 11-19). Cambridge University Press.

Medgyes, P. (1994). The Non-Native Teacher. Macmillan.

Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.

Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.

Richards, J. C. (2011). Competence and Performance in Language Teaching. Cambridge University Press.

Seidlhofer, B. (1999). Double Standards: Teacher Education in the Expanding Circle. World Englishes, 18(2), 233-245.