Nsets vs nnset (1) (1)

My attempt at an essay between the strengths and weaknesses between Native and non-native speakers of English.

Sorry about the format of the essay; it's a bit half-baked but the points are there.

1. NSETs versus NNSETs: Who‟s better and at what?

Thesis statement
English as a foreign language is taught in public schools throughout the world at
a number of levels. Native speaking English teachers are hired to augment the
English teaching staff at public schools they are sent to. In this essay, I will
compare the contrastive differences between Native Speaking English teachers
and Non-Native English teachers.


1. Introduction
Native Speaking English teachers (NSETs) are hired in Asia to augment the
teaching capacity of the current teaching staff or faculty to teach a foreign
language. The Non-Native Speaking English teacher (NNSET) is often more
qualified to teach the language but is often barred from teaching in the best way
by conforming to cultural norms. A NSET is however seen as an authentic
source of English but is frequently not prepared in terms of industry specific
qualifications. In this essay I will contrast the merits of each NSET and NNSET
on the background of teaching English.

2. Teaching style
The comparison of NSETs and NNSETs can be initially drawn from their
respective education backgrounds. NNSETs can be seen as professional teachers
in the profession of teaching. They are held in high regard by the students and
the parents of the students. When it comes to teaching a language to the students
the methodology will be influenced by that of the governing department (Shin,
2012). A newly graduated teacher will have been taught the communicative
style of teaching and will do so in their classroom. But in trying to gain tenure,
and even more, acceptance by their fellow teachers they will often fall into line
with the methodologies used by the more senior and head teachers. Within the
countries of Japan and South Korea, NNSETs will almost always use the
Grammar translation method. This suits the Confucian culture very well as it
places the NNSET very much at the centre of learning (Shin, 2012).

In contrast, the NSET is under no such obligation to follow this type of
methodology when teaching solo but is subordinate to the NNSET when co-
teaching.

It is quite often true that most NSETs or NETs have only a bachelor‟s degree to
be eligible to teach in the Asian market (EPIK website). But given the current
climes the market is saturated with candidates to choose from. Commonly the
candidate will have an ESL certificate, be it a TESOL, TEFL or CELTA

2. certificate. These are definitely a step towards differentiating him or herself as a
serious candidate for employment. This, industry‟ specific qualification does
lend towards a different style of teaching language students when relating to
public and mainstream teaching of young learners. This certification is
conducive to another style of teaching, which is Communicative language
teaching. This methodology lies on a student centered, „hands-on‟ approach to
language acquisition. Since the public school system will demand that a
quantitative result be gotten, the results are not purely testable in terms of
getting the answer right. But more of a measure of fluency versus accuracy.
Accuracy would be measurable by having the answers on hand whereas fluency
of a language lies in a communicative result; the answers therefore are not
always accurate, but, would elicit a response. Even though the NSET is seen to
be more authentic and therefore, more interesting (Seargent, 2005) the NSET
will still need to have some knowledge of classroom pedagogy to be able to
motive his students sufficiently. Even though the NNSET will have a better
body of knowledge of classroom pedagogy than a NSET will have, the
problems to both are still the same.

3. Pedagogy in the EFL classroom
Knowledge of what motives a young learner and how to motive him or her to
task is a key element in an ESL classroom. For a NNSET this factor of
motivating force is less important since their lesson involves less interaction but
more of a teacher centered type lesson. Students must certainly be attentive to
understand what is being spoken about in a Grammar translation type lesson. In
contrast, the NSET is for the most part of his methodology, made to find a way
to have the students interact, they must have a reason to otherwise the
instruction falls to the floor, to deaf ears. An NSET is also less empowered to
discipline or punish any students for wrong doings during class, as, the
perception of NSETs by students is greatly different in role and status within the
classroom (Kasai, Lee and Kim). NNSETs are seen to be more “strict and
realistic” while NSETs teaching styles were seen as being “…more flexible and
innovative.” (Kasai, Lee and Kim. 2011, p274)

It can also be said that in that perception, NSETs are seen as teaching in a more
interesting way when compared to a lesson given by a NNSET. Another piece of
data to add to that is a NSET or Native speaker is seen to be an authentic piece
of material (Seargent, 2005) given their knowledge base of their native culture
(C1) culture and collocates. In terms of authenticity, which leads to greater
attention on-task, the NSET is seen to be more interesting in that respect. But in
terms of classroom management, an NNSET is better suited to deal with
problems relating to conflict between members of a class, and explanation of
linguistic nuances, since his or her definitions would be understood with almost

3. 100% clarity by the students. Indeed, the NNSETs knowledge of extrinsic
factors such as cultural and family influences can be used to by the teacher to
understand their students and in addition, use that knowledge to lower the
Affective filter. Factors that affect the Affective filter lie in many sociological
factors. These are motivational, attitudinal, communicative apprehension, fear
of a negative evaluation and test anxiety (Du 2009). The Affective filter was
theorized by Krashen in his Input theory. Addressing those factors of the
Affective filter is key to enabling effective input of a foreign language. This
knowledge of the background sociological and cultural factors would be known
to the newly graduated NNSET, and perhaps by the NSET if he or she has an
industry specific qualification.

4. Knowledge base
This defined, would be knowledge of grammar, technical aspects of speech and
pronunciation, knowledge of collocation and collocates. It is true to say that an
NSET will have a more comprehensive knowledge base of collocations than an
NNSET. The reason for this is the intrinsic knowledge of growing up with the
target language as your L1 (primary language) is advantageous in this instance.
However, an NNSET will have learnt knowledge of pronunciation through the
phonemic chart and theory on how the phonemes are actually physically formed
by the mouth, tongue, lips and teeth. This body of knowledge is not an exclusive
domain of the NNSET, as it can be learnt by anyone, though this knowledge is
not directly helpful for the language student unless they can read phonemic
script. In addition to this, an NNSET will have learnt a comprehensive body of
grammar, in order to be able to explain and use the grammar translation method
to its best effect. However this method heavily leans on the receptive skills of
reading and listening while speaking through this method is localized to
chorusing of a target sentence. Accuracy of this method being very much the
key point. An NSET strengths lies with his or her ability to fluently pronounce
the target language for the students to repeat. He or she is seen as an authentic
piece of material (Seargent, 2005), and therefore is seen as the authority on
spoken and grammatical maters (Ma, 2012).

5. Summary
In looking at a novice NSET and NNSET, the NNSET would on the whole be in
a better position to teach English in terms of knowledge of the technical aspects
of English. Methodologies and social factors also play a part in the do play a
part on how the respective NSET or NNSET will teach, but typically on the
NNSET is more bound by the education culture with the school that he or she is
based at to teach the way do, irrespective of their previous qualifications. An
NSET is almost under no obligation to do so. Indeed, they are perceived by the
student body as having a better body of spoken English when compared to the

4. NNSET. In terms of pedagogy, the NNSET also has a better background
knowledge but this also lies with the students perceptions of him or her. The
NSET here is at a disadvantage; he or she can and should not express a position
of power least he or she change his position from facilitator to teacher, with all
of it‟s connotations of power.

6. Conclusion
A NSET will initially start with fewer skills than a NNSET but over time and
application, he will acquire experience. However, he cannot progress in the ESL
field without professionally recognized qualifications such as a TESOL, TEFL
or CELTA certificate. The acquisition of a recognized qualification is a step
towards professional development and opens the doors to many things such as
higher qualifications such as DELTA or a Masters. His knowledge base of
classroom pedagogy will be from a practical point of view, which this vocation
needs is application of theory. The NNSET will also be consolidating his or her
theory and affirming its use in the classroom. However his career path is
different in that through time and often qualifications he or she will ascend
through the ranks.

The NNSET will have an advantage over the NSET with his or her knowledge
of teaching theory and sociological and cultural knowings that go into the
students behavior. However, in trying to fit into their new school they must also
adapt their teaching methods to those of the current faculty, often to a
disadvantage to the language learning of the students. The NSET however is
under no such obligation and should he or she work towards industry specific
qualifications their knowledge base and teaching techniques will culminate in a
better spoken result from their students. However cultural and language barriers
limit the amount the a NSET can do for the student.




Bibliography

Publications
Xiaoyan Du. The Affective filter in second language teaching. Asian Social
science Vol.5, no.8 August 2009 pp 162-165
Lai Ping Florence Ma. Strengths and Weaknesses of NESTs and NNESTs:
Perceptions of NNEST in Hong Kong. Linguistics and Education volume 23,
2012 , pp 1-15
Masatka Kasai, Jeong-Ah Lee and Soonhyang Kim. Secondary EFL Students‟
perception of native and non-native English-speaking Teachers in Japan and

5. Korea. Asian EFL Journal, September 2011 pp 272-300
Phillip Seargent. “More English than England itself”: the simulation of
authenticity in foreign language practice in Japan. Blackwell publishing ltd.
2005. pp 327-345
Shin, Sang-Keun – “It cannot be done alone:” The socialization of novice
English teachers in South Korea. TESOL Quarterly, Volume 46-3 September
2012. pp542-567

Websites
English Programme in Korea http://www.epik.go.kr/. Retrieved December 6,
2013
JET programme http://www.jetprogramme.org/e/faq/faq02elig.html#2-8.
Retrieved Devember 6, 2013