TASK 1 - Considerations
Make three groups.
Group 1: School headmasters at a coference. Discuss what is more beneficial for the school - a native or non-native teacher of English? Consider the red tape involved.
List the pros + cons to the comment below.
Group 2: Parents at an informal meeting. Discuss what is more beneficial for the kids - a native or non-native teacher of English?
List the arguments to the comment below.
Group 3: Students in the class expecting the new teacher. Who would you prefer, the native or non-native?
List the reasons for your preferences to the comments below.
Group 3 - Students: We agreed that it´s better to have a native teacher because the students acquire the language easier; they´re forced to use the language; the native teacher can provide better insight to the culture etc.; and non-native teacher can make more mistakes in general (mistakes in grammar, wrong pronunciation, difficulty with connected speech etc.)
OdpovědětVymazatHeadmaster point of view
OdpovědětVymazatNon-native
+ easier to find (does not have that high expectation on pay, etc.), there is less paperwork involved, can talk in czech with children if needed, has experience with acquiring new language, has experience also in linguistics and not only conversation
- can have wrong quality of language
Native
+ has bigger experience in talking, children train listening to native english
- is not that easy to hire, wants bigger pay, cant really explain some gramatics or linguistics, there is a possibility that has no education for teaching
We agreed that both are great options but that it really depends on a type of school,smaller children need some explanations in czech and older children can understand native speaker better. Only for headmaster it is maybe better to hire a non-native one. But we think that the best option is to have both, where the native speaker teach only the conversation classes.
Group 2 (Kasan, Vanický, Hamplová, Hodková, Hašková, Perková)
OdpovědětVymazatPros:
- native fluent
- correct accent and pronunciation
- interesting lessons
- culture knowledge
- more talking, less writing
Cons:
- harder to explain to children
- harder to explain grammar
-> for the smallest ones (e.g. 1st grade) native speaker is not that suitable as for the older ones, but if the native speaker can speak a little bit Czech, it is better and he/she is more suitable
- language class –> higher level of English -> native speaker is better
- most of parents are trying to learn English their children as soon as it is possible
- parents want the best for their children (paying courses with native speakers)
- depends on the age of children
=> the best is to have both :)
Group 3: Černá, Vonšovská, Hájková
OdpovědětVymazatPros NATIVE SPEAKER:
- better phonetics teaching
- children are also able to learn more about the culture
- they are forced to speak English and use it more durinng the class
Cons NATIVE SPEAKER:
- parents that do not speak english are unable to talk with the teacher
- when something happens to the children, there might be some issues in communication with them
CONCLUSION:
Native speaker for English communication (how to speak fluently and how to use grammar as a native speaker, f.e. idioms...) and Czech teacher for basic English (mainly for understanding grammar)
Group 3.
OdpovědětVymazatNative speaker or non-native. That is a good question. I believe we should have a both for a teaching. Combining best from both worlds. Native speaker can provide authentic language experience. Fluent speech, cultural background. Those things are important in studying language. Non native teacher can provide backup for children, answer linguistic questions and be a moral support for children in their mother tongue. Combining these two would also negate cons that would arise in the classroom.
Jonáš Kůrka.
Group 3. School headmasters at a conference.
OdpovědětVymazatBackground: We're in Japan where a lot of foreigners teach English in schools. They get paid more and are preferred over Japanese teachers who teach English. Even with that, the level of English among Japanese population is really low. English native speakers have a really easy time finding a job as a teacher of English in Japan. They don’t need to have pedagogical education, they don’t need to have experience teaching kids, they only have to be native speakers. Those people are even preferred over foreigners who have a degree in English and Education. Many schools still see a native speaker as the best option for children.
A school headmaster is having a conference with teachers about hiring a new English teacher as the old one is leaving. We’re in primary school. Young learners age 6-14.
At the conference:
Headmaster: Good evening colleagues. As you already know we will be hiring a new English teacher today. I would like to use this opportunity to discuss it with you. As you already know, Michael, the native English speaker, is quitting in a few months and we have already quite a few people who are interested in this job. What is your opinion on Michael?
Teacher A: I think Michael was amazing, I heard him teach a few times and you can feel that English just lives in him. He’s a native speaker after all. He always spoke clearly and even though his Japanese wasn’t great, we have become friends.
Teacher B: I know right! He always talked in English with those kids. I bet they have soaked up the language like sponges.
Teacher C: I don’t agree with this, how can they soak up English if the students don’t know what’s going on. I don’t have anything against Mr. Michael, he was a great person. But he wasn’t a teacher, he has studied engineering and he had no previous experience in education. As he himself said, he only got this job so he could get a work visa and search for engineering jobs in Japan. He found engineering job and now he’s quitting.
Teacher B: But he’s a natural, his pronunciation, his ability to speak English, his knowledge about culture. Is all inside of him! He’s just the best option for those kids. He also talked a lot with the children.
Teacher C: Is really pronunciation the thing our students need? They’re young, they haven’t even grabbed the basics and we’re focusing on pronunciation and... and culture? What does that have to do with learning English? Sure, I’m not saying pronunciation is worthless and dumb, I’m just saying that it’s not the only those children need. They need a lot more in order to learn proper English. You’re also saying that he talked a lot... and as we know, he wasn’t really good at speaking Japanese... So how he explained the nuances in English, the grammar, the lessons? Was he even able with his level of Japanese? Did the children know what he was talking about or were they only simply trying and picking up on expressions in order to guess what he wants them to do?
VymazatTeacher A: Oh please, don’t be so dramatical. Nobody explained Japanese to us and we speak it. Because the children had to focus more on English than Japanese in order to communicate with their teacher, they were forced to learn English quicker and better.
Teacher C: I’m sorry, but, that’s just a faulty logic. I’ve studied linguistics in college and I know that past a certain age language learning is different. When we are babies, we literally soak up the language. However, the older we get, the harder it is. Our students in first grade may still be able to soak up some English Mr. Michael was saying, but there is no way they could do it efficiently enough to properly learn the language. Noam Chomsky, a linguist who looked into this....
Headmaster: Alright, I would leave it here. I can see your points. I actually little bit agree with Teacher C on this issue, however when we look at their study results, I don’t see a huge problem.
Teacher C: But that’s because they’re just studying for the tests. I bet that if we would look at all the tests, they were doing throughout the almost 2 years Mr. Michael was here, we would see that they’re making mistakes in stuff they should already know and understand.
Teacher B: I don’t believe that.
Teacher C: I do.
Headmaster: Well, let’s not speculate.
VymazatTeacher C: It’s not a speculation! I think I know my fair share about language education and...
Headmaster: Teacher C you have loudly and clearly stated your thoughts on this and I’m grateful for it. However, let’s not turn this into an argument. Let’s talk about a few people who want to study English in our school. We have Ms. Jessica, a native speaker. Then we have Mr. Mark, also a native speaker. I personally think Mark would be a better option because he is a man...
Teacher C *said quietly*: Oh... a man!! What does that have to with anything?!
Headmaster: …. and then there is Mr. Yamada, he worked in the USA as a teacher and have just recently come back to Japan. He wants this job to relax before he retires in 2 years.
Teacher A: I would go with Mark, he’s the best option out of the three.
Teacher B: I agree, Mark would be great.
Teacher C: What? What about Ms. Jessica or Mr. Yamada? No consideration... and who is even Mark? Really? No questions?
Headmaster: I was just about to ask if you have any questions about these three people, we will discuss them in detail, you don’t have to....
Teacher B: So, you want Mr. Yamada just because he is a teacher?
Teacher C: No, I don’t want Mr. Yamada actually, from the information I have now, I would rather choose Ms. Jessica or Mr. Mark but I don’t know anything about them yet, so I can’t cast my vote!
Teacher A: So, you suddenly are in a favor of a native speaker?
Teacher C: No! That has nothing to do with it! Mr. Yamada is a teacher who worked in the USA, we don’t know what he taught there. I don’t think it was English! And his reason to be a teacher is to fucking relax before he retires? That’s not a good reason to teach at all! And I’m not even speaking of the fact that he will be gone in 2 years! Again! So, I guess we will be just looking for new teachers every two years or what? Do you think that’s also good for the children? To have a different teacher all the time?!
Headmaster: Alright that’s enough. Teacher C please mind your language, I see that you’re really passionate about this topic but your behavior is not ok! We all went through college and we are all highly educated people, you should know how to have a civil discussion Teacher C, no matter how much you disagree.
Teacher C: You’re right, I’m sorry. Let’s hear the details about those people. Please.
Headmaster: Ms. Jessica is from Britain, she’s 27 years old and she moved to Japan because she loves our country and its culture. She speaks Japanese really well and is a fresh graduate of Pedagogical faculty (Math and natural science). Mr. Mark is from America, he’s 37 years old, graduated from tech university and taught Math and Physics to high school students for 4 years. They said they were satisfied with him. He is moving to Japan this month and speaks a little bit of Japanese. Mr. Yamada is 63 years old and graduated from a law school, he then moved to USA and practiced as a lawyer for few years. After that he taught Law in a university. He has C2 in English and has a lot of experience.
VymazatTeacher C: Alright before we begin, can we rule out Mr. Yamada? I’m sure he has a lot of experience, and he has a good knowledge in English. But he is in no way... in my opinion, capable of understanding the needs of young children and actually teaching them his knowledge of English. We need someone who understands young children and will make English learning fun. He will also leave in 2 years and that’s just not good for the kids.
Teacher A: I agree.
Teacher B: I wouldn’t choose Mr. Yamada anyway.
Headmaster: Ok, Mr. Yamada is off the list.
Teacher C: And I’m voting for Ms. Jessica.
Teacher B: I still want Mark, he’s a man so he will have more respect in the class.
Teacher A: Yes, I agree, children are more willing to listen to a man.
Teacher C: ….... al.... alright..... ehm..... So, you guys are saying that you’re choosing Mr. Mark only because he will have more respect among the children and you don’t care about the other information we have about him?
Teacher A: Of course we took that into consideration too. Why do you think Jessica would be better?
Teacher C: Because Ms. Jessica is young, she is probably really excited and full of ideas. She has just finished pedagogical faculty and is ready to start using her knowledge. She is excited about our country and knows Japanese really well. She would be able to communicate with the children and use her pedagogical skills to make the children excited for her English class.
Teacher A: Sure, but Jessica also doesn’t have any experience and doesn’t know how to teach English. Isn’t that what you were saying is really important?
Teacher C: That’s true, but she’s a fresh graduate. I’m sure she would be able to use her knowledge from pedagogical faculty to teach English. She knows how to teach, she’s young and excited to go out there and be a teacher, and I’m sure she will do the research in order to prepare for the class. She also knows Japanese! That’s really important, she would be able to talk with the students in their native language and use it to make the class more understandable and fun.
VymazatTeacher A: So, would you choose her is she wasn’t a native speaker?
Teacher C: Well... no, because she wouldn’t know any English. She would be educated in math and natural science. Graduated from pedagogical faculty, but without a single knowledge of English. Of course not.
Teacher B: Aha!
Teacher C: Her being a native speaker gives her an advantage BUT that should never be the thing that makes her capable of teaching English. Never! Mr. Mark is also a native speaker, but Ms. Jessica is for 100% better and more capable of teaching English. As I said, pedagogical faculty, speaks Japanese, is young and excited for the job. Why do I know that? Well, she went to pedagogical faculty and is seeking job of an English teacher. She clearly always wanted to be a teacher.
Teacher B: Ok then... why not Mark then?
Teacher C: Mr. Mark is surely very intelligent person but he graduated from a tech university. We have young children here. We need someone who will understand their needs. It’s essential if we want to educate them properly.
Teacher B: But Mark has also taught in high school for 4 years. He clearly has an experience. They even were satisfied with him.
Teacher C: Sure, sure. But here’s the thing. They were all English native speakers, there were no language boundaries, they could understand everything he was saying. Also, they were already high school students, there’s a huge difference if you want to learn something new to really young children, if you want to make them excited for it... and if you want to continue expanding on their previous knowledge at a time when they’re much, much older. He also speaks only a little bit of Japanese... has no pedagogical education... He’s just not the right person to do it, I guess if the children had much more knowledge of English.. Like college students or something.. But not our students... it will be the same as it was with Mr. Michael... it just won’t work.
Teacher B: I respect your opinion, but I’m still voting for Mark.
Teacher C: I’m voting for Ms. Jessica.
Teacher A: …..
Headmaster: The last vote?
Teacher A: Alright... I’m voting for Jessica too.
Headmaster: Alright, thank you for being here. That’s one vote for Mr. Mark and two votes for Ms. Jessica. I’m personally after our discussion more leaning towards hiring Ms. Jessica... so take that as a third vote. Thank you again for being here, you’re free to go now.
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VymazatConclusion:
VymazatBeing a native speaker is not everything and should never be the main factor. That’s not the thing that is important. A native speaker won’t assure a proper and quality education for young learners. Other things HAVE to be taken into consideration.
Native speaker for conversational lessons, non native for grammar lessons. Native for conversations because of their pronunciation, intonation and natural use of idioms. Non native for grammar lessons because they can explain the material more easily and communicate with the parents. Of course it would be ideal if both had previous experiences with teaching.
OdpovědětVymazat