by Ngô Thành Nam
In the realm of English language education, a persistent belief has long held sway: that native English speakers make the best teachers. This notion, deeply ingrained in many educational systems and the minds of countless learners, has led to a preference for native speakers in English teaching positions worldwide. However, a growing body of research and practical experience is challenging this assumption, revealing that non-native English-speaking teachers (NNESTs) can be equally effective, if not superior, in many aspects of language instruction. This shift in perspective is particularly relevant in Vietnam, where the demand for English education has surged in recent years.
The strengths of non-native English teachers are numerous and significant. Firstly, these educators have undergone the process of learning English as a second or foreign language themselves. This shared experience creates a unique bond with their students, allowing NNESTs to anticipate and address common challenges and pitfalls in language acquisition. They can draw upon their personal learning strategies and struggles to guide students through similar obstacles, offering practical advice and empathy that a native speaker might struggle to provide.
In the context of Vietnam, this shared experience is invaluable. Vietnamese teachers of English understand the specific difficulties that arise from the linguistic differences between Vietnamese and English, such as the challenges of mastering the English tense system or the use of articles. They can provide targeted strategies and explanations that resonate with Vietnamese learners, drawing parallels to Vietnamese language structures when helpful.
Moreover, non-native teachers often possess a deeper understanding of the grammatical intricacies of English. Having studied the language systematically, they are typically more adept at explaining complex rules and structures. Native speakers, who acquire language naturally, may find it challenging to articulate why certain constructions are correct or incorrect beyond intuition. This explicit knowledge of language systems enables NNESTs to break down linguistic concepts more effectively for learners.
In Vietnam, where the education system places a strong emphasis on grammar and language structure, this ability to explain grammatical nuances is particularly appreciated. Vietnamese students, accustomed to a systematic approach to language learning, often benefit from the structured explanations that non-native teachers can provide.
Cultural sensitivity is another area where non-native English teachers often excel. They are more likely to be attuned to the cultural nuances and potential misunderstandings that can arise when learning a new language. This awareness allows them to bridge the gap between the learner's native culture and the target language culture more effectively. Native speakers, while inherently familiar with their own culture, may lack this cross-cultural perspective and struggle to relate to the cultural challenges faced by language learners.
In Vietnam, this cultural sensitivity is crucial. Vietnamese teachers of English can navigate the cultural differences between Vietnamese and English-speaking cultures, helping students understand idiomatic expressions, social norms, and cultural references in context. They can also address the specific areas where cultural misunderstandings commonly occur, such as differences in communication styles or social etiquette.
The multilingual abilities of many non-native English teachers also contribute to their effectiveness in the classroom. Their proficiency in multiple languages, including the students' mother tongue, can be a valuable asset in explaining concepts, providing translations when necessary, and understanding language interference issues. This multilingual approach can facilitate faster comprehension and create a more inclusive learning environment, especially for beginners or in contexts where English is not widely used outside the classroom.
In Vietnam, where English is not commonly spoken in daily life, this ability to use Vietnamese judiciously in the classroom can be particularly beneficial. It allows teachers to clarify complex concepts efficiently, especially for beginners, while still maintaining an English-rich environment for language acquisition.
Furthermore, non-native English teachers often serve as powerful role models for their students. They embody the achievable goal of mastering a foreign language, inspiring learners and demonstrating that proficiency is attainable through dedication and hard work. This motivational aspect cannot be underestimated, as it can significantly boost student confidence and persistence in language learning.
For Vietnamese students, seeing their compatriots achieve high levels of English proficiency and become successful English teachers can be incredibly motivating. It challenges the notion that native-like proficiency is an unattainable goal for non-native speakers and encourages students to set ambitious language learning goals for themselves.
Research has consistently supported the efficacy of non-native English teachers. A study by Medgyes (1994) found that while native and non-native teachers have different strengths, neither group is inherently superior in teaching ability. Subsequent studies have echoed these findings, highlighting the unique advantages that NNESTs bring to the classroom.
In Vietnam, the landscape of English language teaching has evolved significantly over the past few decades. While there was once a strong preference for native English-speaking teachers, particularly in private language centers, there is growing recognition of the value that Vietnamese English teachers bring to the classroom. This shift is reflected in hiring practices and in the increasing number of Vietnamese teachers taking on leadership roles in English language programs.
The Vietnamese government has also recognized the importance of developing a strong cadre of local English teachers. Initiatives such as the National Foreign Languages Project 2020 have focused on enhancing the English proficiency and teaching skills of Vietnamese English teachers. These efforts acknowledge that building a sustainable and effective English education system in Vietnam requires investing in local talent.
It's important to note that the debate should not be framed as an either/or proposition. Both native and non-native English teachers can be highly effective educators. The key lies in recognizing that teaching prowess is not determined by native speaker status but by a combination of factors including pedagogical skills, language proficiency, cultural awareness, and the ability to empathize with learners.
In Vietnam, a balanced approach that values both native and non-native teachers can provide students with a rich and diverse learning experience. Native speakers can offer authentic language input and cultural insights, while non-native Vietnamese teachers can provide targeted language support and serve as inspirational role models.
Educational institutions and language schools in Vietnam would do well to focus on these qualities rather than prioritizing native speaker status in their hiring practices. By doing so, they can tap into a broader pool of talented educators and provide students with diverse learning experiences that reflect the global nature of English as an international language.
Moreover, the evolving status of English as a lingua franca challenges the very notion of a "native speaker" ideal. As English continues to adapt and change in global contexts, the traditional native speaker model becomes less relevant. Non-native teachers, with their diverse linguistic backgrounds, are often better equipped to prepare students for the realities of using English in international settings where communication with other non-native speakers is the norm.
This is particularly relevant in Vietnam, where English is primarily used for international business, tourism, and academic purposes. Vietnamese learners are more likely to use English with other non-native speakers from around the world than with native English speakers. Non-native teachers, drawing from their own experiences, can prepare students for these real-world communication scenarios more effectively.
To maximize the potential of non-native English teachers in Vietnam, it's crucial to address any lingering biases and provide ongoing professional development opportunities. This includes enhancing language proficiency, staying updated with the latest teaching methodologies, and fostering intercultural competence. By investing in the growth of NNESTs, educational institutions can ensure high-quality instruction that meets the diverse needs of English language learners in Vietnam.
The Vietnamese education system can also benefit from fostering collaboration between native and non-native English teachers. Team teaching approaches, where native and non-native teachers work together, can combine the strengths of both groups and provide students with a well-rounded language learning experience.
In conclusion, the notion that only native English speakers can be effective English teachers is a myth that needs to be dispelled, both globally and in the specific context of Vietnam. Non-native English-speaking teachers bring a wealth of advantages to the language classroom, including empathy, explicit language knowledge, cultural sensitivity, and motivational impact. As the demand for English language education continues to grow in Vietnam, embracing the strengths of non-native teachers is not just beneficial but essential for meeting the diverse needs of learners across the country.
The future of English language teaching in Vietnam lies in recognizing and valuing the unique contributions of both native and non-native speakers, creating inclusive educational environments that reflect the true global nature of English. By moving beyond the native speaker fallacy, Vietnam can unlock the full potential of its dedicated educators and provide learners with the rich, diverse, and effective language instruction they deserve. This approach will not only enhance English education in Vietnam but also contribute to the country's growing role in the global community.
Ngô Thành Nam is the Principal and Academic Director of the Elementary MOET Program at Inspire Schools, Vietnam.