Native‐English‐Speaking Teachers in Cultures Other Than Their Own

Abstract

EACH YEAR, THOUSANDS of native speakers of English (NSs) find positions teaching English in foreign countries. Often, once these teachers arrive in their host countries, they are overwhelmed by panic, asking themselves “What happens next? How can I serve my students’ needs and earn my colleagues’ respect?” Concurrently, schools and universities worldwide are preparing to host these English speakers, and are wondering whether these teachers will “be more than a native speaker” (Snow, 1996) and benefit their programs and students. Several authors have decried the mismatch between Western ways of teaching and non-Western contexts (e.g., Alptekin & Alptekin, 1990; Bahloul, 1994; Bax, 1997; Cortazzi & Jin, 1996; Kramsch, 1993; LoCastro, 1996; and Valdes, 1990). Schleppegrell (1994/1995) argued for “a middle ground on which the aspirations and goals of foreign EFL teachers can be turned into assets for the host country educational system” (p. 4). Our goal is to support the search for this middle ground. This article reports on two studies that directly surveyed the clients of NS teachers— their students and their EFL host colleagues. Our aim was to get a consumer’s view of what works and what does not for a visiting teacher in a strange land, and to provide guidance for NS teachers who plan to work over-seas, helping them to prepare and shape their experience. Our results are also useful to teacher educators who prepare NSs in TEFL, prompting them to rethink their preparation programs. Finally, our results can assist host-country administrators and instructors, both in their hiring of NS teachers and in the way they incorporate them into their programs