Topic For Essay Writing Help: The Issue of Native and Non-Native teachers of English
Introduction
In the present business environment, the scope and demand for English Essay Writing Help has increased significantly. To meet these demands, teachers with native and non-native English individuals have been competing for the purpose of teaching English. In this context, a detail study will be conducted to find out the role and contribution of non- NESTs and NESTs in UK and English speaking nations.
The Issue of Native and Non-Native teachers of English
Definition of Native and non-native teachers
In recent years, the issue of native and non-native teachers of English Essay Writing Help has become a hot topic. This topic has become a major issue among academicians, teaching faculty, students and candidates aspiring to become English teachers.
Native teacher of English refers to individuals or teachers who speak English as his or her native language also known as the mother tongue. According to DeCapua (2008), native teacher or speaker of English refers to those individuals born in an English-speaking country. Since native speaking English individuals are more familiar with English, many authors believe that hiring native speaking English candidates brings new methods. They also believe that they are able to understand the problems faced by students and thereby becoming more efficient in their teaching. Native speaking English teachers are more exposed to English both in school and environment where they grow up (Crystal 2003)
On the other hand, non-native teacher of English refers to individuals who do not speak English as his or her native language or as mother tongue (Davies 2002). Since English is not their mother tongue, many authors believe that that they are not able to teach students in a better way. In other words, non-native English teacher are those for whom English is a second or foreign language, whose students are monolingual groups of learners and who speaks the same native language as his or her students (Sharifian 2009).
Moreover, they receive education both in English Essay Writing Help and their mother language; non-native speaking teachers are not able to understand different English accents. Therefore, it makes difficult for these teachers to teach English in an effective manner.
In this context, it can be stated that there exist some differences between native and non-native teachers while teaching English Essay Writing Help. The differences in English teaching styles have become a debatable issue in many English speaking countries and schools. There are different reasons related to this issue and many authors point out that these differences arose due to differences in culture, educational background, differences in different languages, different in accents within English language and many others (Haydar 2010). In this context, many of the authors believe that native speaking English teachers are better in teaching English in comparison to non-native speaking English teacher.
However, this statement or opinion is not favoured by authors. They pointed out that eminent and popular novelists like Conrad, Nabokov, Soyinka and many others were non-native speaker of English. Business Development Assignment in English among non-native teachers can be attributed to high level of acceptance among individuals, students, teachers and others and accepting English as a global language (Mercer 2009).
Despite the fact, native speakers have many advantages compared to non-native speaker of English, non-native teachers are being hired for teaching English. Their hiring in schools, colleges and other educational institutions has further deteriorated the relationship between native and non-native teachers aspiring to teach English (Canagarajah 1999).
However, Native Speaking English Teacher or NEST is hired in most educational institution in UK and other English speaking countries who provide Essay Writing Help. Teachers of English to Speakers of Other Languages or (TESOL) passed resolutions in 1991 for the purpose of eliminating discriminatory policies in educational institutions (Brain 2010, pp. 13-23).
Useful of non-NESTs and NESTs
The definition given by many authors pointing towards differences between native and non-native speakers are very useful for Essay Writing Help. Different definitions help in understanding on what basis they are differentiated and how far differentiating helps educational institutions in hiring suitable English teachers for their students (Jeon 2006, pp. 53).
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In this context, differences exist between native and non-native speakers. Exposure to English, process or sequence of learning, proficiency level, impact of culture, level of self-confidence are some of the major factors on the basis of which differences can be pointed out between native and non-native English teachers. One of the major advantages of native English teachers is their ability to use language spontaneously and in the most diverse communication situations. On the other hand, linguistic acts as a major deficiency for non-native English speakers. The use of vocabulary, idiomatic, fluency, pronunciation is some of the other problems faced non-native speaking English teachers. Therefore, it is clear that differences between NEST (Native English Speaking Teachers) and non-NESTs exist in terms of their language proficiency (Ling 2007, pp. 257-277)
Differences in their qualities also results in differences in their teaching styles. Most of the students feel that these two groups of teacher vary in many terms and thereby impacting the level of understanding among students. In this context, non- NESTs are more concerned with grammar, formal features of English Essay Writing Help and other basic concepts of English. Thus, the students are not able to understand what they intend to teach. Similarly, lack of fluency has also been a major problem cited by students found in non- NESTs (Liu 2007, pp.257-277).
In the general context, English as a second language involves acquiring a second identity. It also involves familiarising oneself with new identity and other aspects of English language. Since these groups of teachers do not direct relationship with English language, the effect of mother tongue is transferred in their pronunciation and intonation and thereby developing foreign accent (Pasternak 2010, pp. 155-175).
However, it has been found that non- NESTs are more cooperative that NEST while taking English classes. Unlike NEST, non- NEST provide more information about English language and thereby enabling students to have better understanding of English language. Most of the non- NESTs emphasise in language proficiency, awareness and communication skills (Llurda 2010, pp. 314-323).
On the other hand, NESTs emphasise more in teaching the subject rather on detail facts about the English language like grammar, framing of sentences and many others. As most of NESTs are very much familiar with the English language and how students perceive learning English, their classes have high level of interaction between teacher and students. Therefore, they are able to refine their learning capabilities and at the same time understanding what is right and wrong in language use. They also offer better insights to their students (Rajagopalan 2010, pp. 283-303).
Native and non-native teachers
Both native and non-native English teachers receives education in different manners, have different level of exposure to English and this results in difference in the methods of teaching English in educational institutions. In this context, both of them bring different things to the classroom (Burgess 2010, pp. 191-215).
Non- NESTs use English with low level of confidence and at the same time they tend to hide the effect of their mother tongue. In this context, non-native teachers adopt more guided approach and are cautious with respect to the use of grammars and basic concepts of the English language. Most of the non-native teachers use Learner Models. The use of Learner Model in the classroom enables them to familiarise their students with basic concepts of English language and thereby consolidating basic knowledge of their students (Bolton 2004). This enables students to understand different aspects of the English language in an effective manner (Chow 2009, pp. 81). As many authors have pointed those poor language learners do not make good language teachers. These non- NESTs have good knowledge of English language.
Most of the non- NESTs teach English more strategically and effectively. Unlike native teachers, non- NESTs understand background, age, level of intelligence, aptitude and others of their students and thereby framing effective learning models. These different learning models in the classroom enable students to understand English in their own capabilities. In this context, non- NESTs uses specific actions for the purpose of learning and recalling and thereby enhancing the level of English proficiency (Chuang 2009, pp. 98).
The introduction and their use in the classroom allow students to learn fast and in an enjoyable manner. However, it is to be noted that the success of learning largely depends upon the ability to select the most appropriate strategies for the purpose of dealing with a specific learning task. Good learners or good students makes it easy for non- NESTs to impact English and thereby enhancing the level of their understanding. On the other hand, the above mentioned strategies adopted by non- NESTs would prove futile if learners are stubborn, unwillingness to learn and many others thing in Essay Writing Help (Huang 2009, pp. 65).
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Unlike native speakers, non- NESTs generally faces lot of difficulties while learning English. In this context, they use their experiences for the purpose of framing learning models. Thus, they have high level of understanding pertaining problems faced by students and how they can be overcome. In this context, they share large number of basic information with their students and thus familiarising them in an effective manner. As non- NESTs have insight knowledge and experience; they are able to bring new tasks and ways of learning English in an interesting manner (Milton 2011, pp. 36-44).
Non- NESTs as a student were more vulnerable to difficulties and thus they are able to understand student’s problems. Usually, it takes less or little time for non- NESTs to discover problematic areas for students and thus have better “sixth sense” than NESTs (Canagarajah 2005, pp. 229-242).
However, it has been found that most of the non- NESTs teachers are very sensitive to grammatical and basic errors and thereby punishes their students. This type of behaviour by non- NESTs develop negative image in the minds of the students and thereby prompting students to avoid their classes (Mui 2007, pp. 119-127).
Most of the non- NESTs have different culture with respect to their students and thus makes it difficult for students to understand their teachers. In this context, non- NESTs develops interaction classes and mainly emphasise through presentation, understanding each other culture. Since they have diverse culture, these teachers use this as weapons for teaching English to the students. Using different techniques, teachers relate their diverse culture and states how cultures of different countries are related to each other (Nisbet 2010, pp. 100-107). This type of activity on behalf of non- NESTs enhance the level of enthusiastic among students to learning. However, in most of the cases, it has been found that these types of techniques used by teachers divert the minds of students and therefore, they are not able to understand English in an effective manner. Most of the academicians also believe that non- NESTs are incapable of using their diverse culture as strengths (Pan 2007, pp. 263-277).
In most of the cases, it has been seen that mother tongue has huge impact while they speak English. While these non- NESTs teachers incorporate different programmes, heavy accent of their mother tongue while communicating in English makes it difficult for students what they intends to say.
As most of the teachers have inculcated major changes while learning English and thereby enhancing their capabilities. While doing so, they develop professionalism and mature over a period of time. The presence of professionalism also ensures that they are professionally qualified. In the general context, most of the non- NESTs are professionally qualified for teaching. This professionalism helps in imparting and making classroom interesting for students to learn English (Paradis 2009, pp. 172-187).
In most UK Assignment Help schools, it has been witnessed that these non- NESTs have been using “Interest and Explanation” method where these teachers generate high level of interest among students and at the same time explaining different concepts in an effective manner. However, the effectiveness of this style entirely depends upon the willingness of the students to take interest and thereby participating in the class (Cook 1999, pp. 185-209).
It has also been found that non- NESTs conducts regular assessment and feedback. Weekly and monthly reports are some of the parameters used by the teachers to assess the current abilities of their students and thereby taking concrete steps in enhancing their strengths. In this context, teachers also take initiatives to memorise and regurgitate. They use feedback mechanism as a medium for the purpose of improvement among students (Rapport 2009, pp. 342-366). This action on behalf of the students also encourages these students to improve their understanding with respect to English.
Thus, it is clear that non- NESTs incorporates different methods for the purpose making English learning effective and enjoyable for students. Along with advantages, different steps used by non- NEST also have some disadvantages. These disadvantages arose primarily due to differences in culture, perceptions, society, internal and external environment and many others (Saito, 2011, pp. 45–59).
Native English teachers are those English teachers whose mother tongue is English. Native English Speaking Teacher or NESTs have more experience than non- NESTs with respect understanding English (Shen 2009, pp. 459-466). Since these NESTs are more familiar with education system and English, they are hired in most of the schools and education institutions. Unlike their counterparts, they adopt such strategies which are popular and interesting among English students.
In the general context, effective teachers are those who uses their skills for effective teaching. Along with assignment writing skills, these teachers uses effective teaching strategies, revise techniques and also allows students to impart sufficient level of development through effective feedback mechanism process.
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In most of the cases, it has been found that native teachers emphasise in parts of speech and thereby spoken drills. This method helps students in familiarising themselves with parts of speech and their practical usage. Thus, it is clear that native English teachers concentrate on practical learning rather theoretical learning as seen in case non- NESTs (Xin-hong 2007, pp. 45-46).
Along with parts of speech, NESTs also emphasise in the use of substitution and thereby enabling students to form sentence patterns in an effective manner. The use of substitution by NESTs instils good speaking and writing habits (Xuesong, 2006, pp. 285-298). In this context, NESTs allocates very short time for the purpose of learning basic concepts of grammar. This in turn provides fewer opportunities for students to learn and understand the basic concepts of grammar and their usage in the English. Most of the NESTs believe that since English is the mother tongue, students already have fair knowledge or basic concept of English.
In most of the UK and other English speaking countries, it have been seen that NESTs uses induction and deduction method in the classroom and thereby facilitates clear and logical thinking by the students (Yu, 2010, pp. 202-207). Twenty-four special verbs are also used by NESTs in familiarising students with the English language in an effective manner. The use of this method promotes framing of sentences and at the same time enhances better understanding of different components of the sentence.
But the use of deduction and induction reduces exposure to theoretical parts of the English and thereby their ability in understanding the use of inductive and deductive approach. Although, the use of verbs enhance capabilities of their students but they are not able to develop strong understanding with other basic forms of the English.
Unlike, non- NESTs, NESTs have better understanding with respect to terms and words used in the society and their implications. It has also found that they NESTs have strong vocabulary and idiomatic and these enable them to generate high level of interaction in the class (Tesol.org, 2014). Good accent, high level of fluency also prompts them to use interactive sessions and thereby allow students to learn on their own.
In this context, it is to note that non- NESTs are very strict whereas NESTs are quite lenient and differs drastically in their teaching styles.
Although, NESTs are efficient in vocabulary, have fluent English and encourage interaction among students, they have been not very effective in imparting effective English to their students. Leniency on the behalf of NESTs also prompts students to resist any efforts made by them while teaching them (Cl’ement 2007, pp. 123).
The above mentioned techniques have been very effective in generating enthusiastic among students to learn English. This type of action also helps both students and teachers to have better understanding of each other and thereby identifying loopholes of their students. In the general context, it enables teachers to interact and understand their level of performance and simultaneously taking necessary steps for the purpose of removing barriers. However, these types of strategies consume lot of time of teachers and thus they are not able to finish their subjects on time (Elliott 2010, pp. 530–542).
An incomplete course has become a major problem among NESTs as they are not able to complete task on time.
Besides teaching, NESTs also emphasise in continuous interaction with their parents and use progress report to convey the level of development made by their children. This method has been very effective as it emphasise both teachers and parents to look after development being made by them in the school. Progress report model enables NESTs to keep track pertaining with progress made different chapters and the number of marks that they have obtained.
Although, the use of progress model has been very effective in determining the level of performance of students, most students do not co-operate with their teachers and therefore, minimising the effects of their efforts (Leong 2010, pp. 591).
In this context, it is to be noted that like non- NESTs, NESTs also have some advantages and disadvantages. In some schools, NESTs have been very effective and in some they have not.
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Conclusion:
The debate over NESTs and non- NESTs have been surging in different corners of the society. However, the debate has been very serious in the field education. From the above study, it has been found that, non- NESTs do not have proper access to English as NESTs do. In this context, many authors and academicians opines that NESTs have less capabilities than NESTs in terms of teaching. However, it has also been found that the number of non- NESTs have increased tremendously in recent years and thus, highlighting their capabilities. On the other hand of Essay Writing Help the number of NESTs has also been increasing. Therefore, it would be wrong or incorrect to say that non- NESTs or NESTs is better than the other.