Not all who teach a language speak it as their native language. Notwithstanding the fact that many “native” speaker teachers are suitably qualified and experienced, in the case of English, simply being born into a “native”‐speaking country can often lead to a lucrative career. The concept of the “native” speaker teacher has been problematized for many years within the field of TESOL, particularly with regard to linguistic imperialism, native‐speakerism, and, more recently, Global Englishes. This entry critically explores the concept of the “native” speaker teacher in TESOL and provides an overview of the key theoretical and empirical debates in the field. It questions why the “native” speaker teacher has assumed a superior status in TESOL, whether being born into a country where the language is spoken as a “native” language provides one with a superior mastery of the language, and whether being a “native” speaker makes one a more credible teacher of that language. It ends with an overview of recommendations for pedagogical practice.
|Title of host publication||The TESOL Encyclopaedia of English Language Teaching|
|Editors||J.I Liontas, M DelliCarpini|
|Place of Publication||Somerset, NJ|
|Number of pages||7|
|Publication status||Published - 12 Feb 2018|