Response from across the ocean, Brutt-Griffler/Samimy Article

This is an interesting article. The idea of meaningfully attempting to overcome disempowering discourse is great. This should be a practice that we all take part in, daily. In my opinion, placing emphasis on ways NNS teachers are quote, unquote ineffective as English teachers diminishes not only the person but also the field. We shouldn’t have to discuss this issue because it shouldn’t be one. The article takes excerpts from student’s essays who participated in the study. One student says the contribution of NNS teachers is indispensable. I can’t agree with this statement more. NNS teachers offer a wide variety of tools that NS teachers will never have, like explaining something to students in the native language. Yeah, if the teacher knows the native language, that’s great, but how well can their explanation be, especially if it’s a theoretical concept being explained. There will always be something lost in the translation. That goes across the board, for all languages. It’s also a good point that the article makes about the NNEST as a role model for students. However, I feel that if the teacher feels inadequate as an English teacher that this will transfer to their students. Teachers need to feel their worth as teachers and students smell fear coming from teachers. If the teacher has a preconceived notion that they are somehow unable to do as well of a job as a native speaker, then their students will pick up on this. Teachers need to basically just get over this fear. If you, as a teacher, have put forth the necessary effort to obtain an TESOL degree, then obviously you’re qualified to teach English to your students. I’m not sure who put this idea out there, that NNS teachers of English are “not as qualified as English language teachers,” but I think they should be smacked. It’s almost like saying a woman can’t do something a man can do because she’s a woman. Same concepts, just applied to language teaching. As teachers, if you’re comfortable teaching what you’re teaching (in this case English), then your students will pick up on that. If they disrespect you because you’re not a native speaker of English then you need to explain to them that you are just as qualified as a native. Teachers educate their students and should educate them on this fact as well. If not, then they will never learn anything from you.

One student from the study has a good point, written in their essay, that I feel is often over looked in much of the research I’ve read and class discussions. “By directing the attention of the nonnative professional into the native like proficiency, they whole profession has been very much distressed because we ended up complaining about our inability to have native like proficiency.” I don’t believe that many native English speakers are proficient in English. In fact, I would say that a lot of native English speakers lack the ability to use the English language to its full extent. Besides, what constitutes has having “native like proficiency?” Is it the ability to carry a conversation with any English speaker? Is it understanding and using the culture for personal benefits? Could it be that non of us know what it means to be fully proficient in a language? I don’t know.

Another point made is the issue of owning a language. You can’t own something that isn’t tangible. Bade word choice. I don’t think that anyone can own any language. I think that you take part in creating and enhancing a language rather than owning it. I understand where they’re coming from when they say this but it should be worded differently, in my opinion. Something I can work on during my future role as a TESOL teacher.

As a side note, I hope everyone is doing well in class. I will see you all in a week. Take care!