“Native speakers only?”
“What does that mean?”
“It means they only want people from a country where English is the first language.”
“That is the definition, not the meaning. The question is why? This candidate has over ten years of experience at British schools. He has worked with Olympic teams. He also has a PhD, which he has written in English. Technically, that makes him one of the top English speakers in the world and with a far better grasp of English than many ‘native’ speakers.”
“He speaks three languages, two fluently. Surely, there is enormous value in multilingual students relating to someone who is a multilingual speaker, who can empathise with them.”
Her shoulders drop, and her head tips back, eyes twirling in exasperation, and her hands moving in front, this time like a defensive barrier. “Look, [X] nationality is not what parents are buying. That’s just how it is.”
In that case, what are schools selling, and why don’t parents trust schools to hire the best teachers, even if those teachers have an [gasp] accent?
If you have ever heard a conversation like this, you are not alone. It is one of those frustratingly unfair conversations that many people working in international schools have encountered. The dialogue above is an accumulation of various conversations I have had. Let’s be clear, having a PhD is not necessary to prove excellent English skills and the ability to teach in English. However, I have come across a real example that illustrates the short-sightedness of the “native speakers only” approach.
The importance of the English language
The global dominance of English since the nineteenth century is a highly political issue concerning language. It has become the language of an increasingly interconnected global economy and community. It is spoken worldwide and often chosen as a second language by those who don’t speak it as their first. However, English is not without problems. Its rise to power was intertwined with exploitation. While English presents incredible economic opportunities, it can also marginalise others. It can foster understanding between nations and people but at the expense of indigenous languages and knowledge.
Despite being the native language of fewer than 400 million people, English is the most widely spoken language globally, with approximately 1.5 billion speakers. It dominates 60 percent of internet content and serves as the lingua franca of popular culture and the global economy. Additionally, all the top 100 influential science journals publish articles in English. According to Salomone, “Across Europe, close to 100 per cent of students study English at some point in their education.”
Challenging the ‘Native Speaker’ Assumption
English is increasingly becoming detached from its roots. The majority of English teaching is based on American rather than British English. It is more commonly spoken as a second language rather than a first language. It has become the language of the marketplace and upward social mobility. Essentially, speaking English brings incredible economic opportunities. It is no wonder then that it is the language of instruction at many international schools across the globe. This has resulted in a ‘native’ English speaker being sometimes the default choice for staff. The idea is that native speakers are ‘better’ at instructing English. While some may believe this, research suggests otherwise. If you are a native English speaker, myself included, then you likely did not learn the technicalities of the language in the same way. Because a native speaker grew up with English, you know how something is said. But that does not always mean you know why. Undoubtedly when students are learning English as a second language, the ‘why’ is important. Whereas, people learning EAL are likely to develop a greater knowledge and understanding of grammar and how they work than their monolingual peers.
Furthermore, by prioritising ‘native’ speakers, schools are overlooking the incredible value that multilingual teachers bring. Bilingual and multilingual individuals constitute a significant group of people. They possess distinct brain functions concerning speaking and writing, which are active skills, and listening and reading, which are passive skills. A balanced bilingual person is someone who knows and uses languages in varying proportions. There are three types of bilinguals: compound bilinguals who use two languages simultaneously for concepts and process words, with one set of concepts being dominant; coordinate bilinguals who have two sets of concepts and use English at school and with friends; and subordinate bilinguals who learn a second language by filtering it through their primary language. Regardless of accent or pronunciation, all bilinguals can achieve proficiency in their languages.
1 Rosemary Salomone, RISE OF ENGLISH : global politics and the power of language. (S.L., 2021).Language learning and its benefits
Language utilisation involves both the left and right sides of the brain, encompassing social, emotional, and logical aspects. Learning a language during childhood provides a stronger grasp of social and emotional contexts due to the brain’s plasticity at that stage. In contrast, adults primarily use their left brain when learning languages, leading to a more analytical approach. In adulthood, language learning tends to be more rational and less influenced by emotional biases.
Being multilingual offers various advantages to the brain, providing a heightened mental workout and significant cognitive benefits. Interestingly, until the 1960s, multilingualism was often viewed as a handicap, perceived as distracting and causing an imbalance. Although reaction time and errors may increase when switching between languages, the effort and attention required to switch languages benefit the brain’s executive function. Multilingualism enhances problem-solving abilities, facilitates task-switching, and enables the filtering out of information, ultimately leading to a more complex and healthier cognitive state.
Overcoming Biases to enrich true international education
In a world where linguistic diversity reigns supreme and multilingualism is the new currency of global communication, the antiquated notion of prioritising ‘native’ speakers is an obstacle that modern education must swiftly overcome. As students navigate the complex terrain of advanced studies in secondary languages, the true champions are educators who not only teach but understand, empathise, and champion the linguistic journeys of their pupils. Embracing this paradigm shift isn’t just progressive—it’s imperative for any institution aiming to thrive in the vibrant tapestry of our multilingual world. The future belongs to those who embrace the rich mosaic of languages that define our shared human experience.
Bibliography:
- Crockett, Zachary, ‘“Gang member” and “thug” roles in film are disproportionately played by black actors’, Vox (September 2016),.
- English Consultants and EAL Coordinators, English Consultants and EAL Coordinators, Key Stage 3 National Strategy Grammar for writing: supporting pupils learning EAL Guidance, 2002.
- Salomone, Rosemary, RISE OF ENGLISH : global politics and the power of language., S.L., 2021.
