In this two-part article, William Bradridge looks at some of the key issues which affect non-native English speakers when training to teach English. In part one, he looks at why non-native English speakers can make great EFL teachers, while part two - can non-native English speakers find TEFL work?- looks at the demand for TEFL teaching and how non-native English teachers can find work in the EFL industry.
Why do non-native English teachers face prejudice?
"How can you claim to teach English when it’s not even your own language?" was the exclamation I heard in my staff room in Exmouth, England in the early nineties. The irony was that it was said by a British English teacher to her colleague from Germany, who spoke perfect English, albeit slightly accented. My (English) colleague threw her hands up in the air and went off to the pub across the road to complain about other people taking her job.
Non-native English speaking TEFL teachers sometimes suffer from ‘second class citizen’ syndrome from employers, colleagues and (dare I say it) English students as well. After all, there is something prized about learning English from a native English language speaker, especially when you are in a country where native English speakers are not indigenous. So in my first job teaching English in Mexico, although I was poor as a teacher, I was in demand, because my first language was what they wanted to learn.
Why can non-native English speakers make effective TEFL teachers?
As an employer of EFL teachers, I and my fellow TESOL managers should think again. What stops us from hiring TESOL teachers who have gone to the trouble of learning our language so that they can teach it? They may be in a better place to teach than many of the native English speaking language teachers we currently employ. Most likely they have studied English in far more depth and detail than native English teachers. This will have started at an early age in school and often continued on through university. Some will have gone to an English speaking country to perfect their skills, or had English language training to seek to improve their accent or understand the nuances of our rich and varied language. We asked some of our Global English trainees what they thought they brought to the EFL teaching table.
Eva-Marie Whames, a non-native speaker teaching English in Germany, put it succinctly;
"...having learned English as a second language helped me to understand the learner’s position better."
Global English TESOL trainee Elizabeth Minceli, teaching English in Italy added that;
"…it’s good to learn as much as you can about local culture, so that you are able to teach (the language) better."
Similarly, Gülsüm Özkılınç, a Global English TESOL trainee teaching English in Turkey, agrees. She comments;
"I can definitely understand how my students feel right now. Because I’ve been there before - that's why I’m trying to help them, give little tips, trying to make things easier."
So can non-native English teachers empathise more closely with their EFL students? Because they have been through the process of learning the language, and been trained to teach it, we can argue that they are in a better place to help students with particular language difficulties; especially if they are teaching students who share their mother tongue.
Native or non-native: who has the edge in the classroom?
Rather than crowning one side “better”, it is more honest to say each brings different strengths to the classroom. Here is how the two typically compare:
| Typical strength | Native English teacher | Non-native English teacher |
|---|---|---|
| Grammar knowledge | Often intuitive rather than explicit - may struggle to explain why | Usually studied formally in depth, from school through to university |
| Learner empathy | Has rarely experienced learning English as a foreign language | Has personally been through every stage the students are facing |
| Pronunciation model | Natural model of one native accent | A realistic, attainable model - and proof the goal is achievable |
| Learning strategies | Must learn them second-hand through training | Can share the exact tips and shortcuts that worked for them |
| Marketability | Often preferred by schools trading on “native speaker” status | Especially strong teaching students who share their mother tongue |
The best teachers we train, native or not, combine sound methodology with real empathy for the learner - and that second quality is precisely where non-native teachers so often shine.
What level of English do you need to teach it effectively?
Well, very high, was the unanimous answer to that from all the non-native teachers we spoke to! In part, this is because if you don’t have a good level of English, your students will soon realise this and begin to pick you apart and lose respect for you. To become a good teacher, you need to first be a good learner and understand what makes a good learner. To do this for yourself means practising and perfecting your own English well.
Ana-Sofia Guerreiro, who is teaching English in Japan and has just completed the Global English TESOL course with a specialism in teaching young learners, decided to come to the UK to study and perfect her English at the same time;
"When I decided that I wanted to teach English, I really didn’t know if I was ready and whether I would be competent enough to teach levels higher than Elementary. I did my Master’s degree in Scotland and through my essays I was able to identify my strengths and weaknesses. I suppose the easier way to assess English skills, for those who do not plan to study in an English speaking country, would be to take and English test, such as the TOEFL (or the TOEIC). I suggest a test not as much for the final score as for the feeling you get in the end. For instance, someone who struggles throughout the test might not be able to cope with more advanced classes when teaching."
There is a feeling that you need a lot of determination to get to the right level of English before you start your TEFL training. While you can teach English without a high level, it is obviously hard to do this effectively without the requisite level of English. At Global English TESOL we have recognised this and have put into place a system of rewarding trainees for good English in their essays and responses on all our courses, as well as providing a tutor supported English grammar course to help trainees perfect their English.
Is it easier for non-native English teachers to train for TEFL?
In terms of training to teach English, our Global English TESOL trainees had mixed views on whether having learned English as a second (or third!) language makes it easier to understand the TEFL learning process. There may be some advantage for non-native EFL teachers who study TEFL, as Ana-Sofia Guerreiro points out:
"I think that learning English as a second language definitely brings many benefits when it comes to understanding the TEFL learning process. To begin with, you start with a bigger awareness of language categories and structures. Also, a great part of the learning process takes part in your late teenage years, which means that you are usually capable of understanding the rationale behind what is being taught. In my case, I am now learning Japanese so, as I go through the process of learning a language again, I experience that same type of awareness. On the other hand, English does not come “naturally” so mistakes with prepositions, for example, are much more common."
The key theme here is that non-native speakers do have to try harder than native English speakers, but that the rewards are there at the end of the process. As Sabine Rosenthal in Germany suggests,
"…it´s harder as a non-native speaker, but it might be more effective for teaching later, because we (non-native speakers) are or become more aware of the difficulties students might encounter. Also as a non-native speaker I try harder to make up for this, I guess."
How can non-native English speakers find TEFL work?
Attitudes among employers vary enormously, so cast a wide net. Start with the demand side: schools worldwide advertise on our own TEFL jobs board and on large international boards such as tefl.com, and a growing number of employers judge candidates on qualifications and lesson quality rather than passport. Teaching online is another route where results matter more than birthplace - see our guide to online jobs for non-native English teachers.
Presentation counts double when you are up against “native speaker preferred” adverts. A clear, well-organised application shows your written English at its best - use our TEFL CV guide to get it right, and prepare thoroughly with our advice on TEFL interviews, where your spoken English can win over a hesitant employer in minutes. For researching where your language combination is most valued, browse our travel-teach destination guides.
We cover the job hunt in much more depth - including gaining confidence in the classroom - in part two: can non-native English speakers find TEFL work?
What English level do you need for TESOL certification?
Global English welcomes applications for TESOL certification from people whose first language is not English providing they have a high standard of both written and spoken English. As a general guide, if you have English to one of the following international exam levels then you should be successful on a GE course:
- IELTS 6.5 or above
- TOEFL iBT 110 or above
- TOEIC 880 or above
- CEF C1
- pass at Cambridge CAE (Certificate in Advanced English).
While we do not test applicants on their level of English, course marks can be deducted for poor use of English in responses. To find out more about Global English courses, click here.
Frequently asked questions
Do non-native English speakers make better TEFL teachers?
Sometimes, yes. Non-native teachers usually know English grammar more explicitly, understand the learner’s journey first-hand and can share strategies that genuinely worked for them. Native speakers offer an intuitive feel for the language. The honest answer is that training, empathy and preparation decide who teaches better - not first language.
What level of English do I need to take a TESOL course?
You need a high standard of written and spoken English. As a guide, Global English recommends IELTS 6.5+, TOEFL iBT 110+, TOEIC 880+, CEF C1 or a pass at Cambridge CAE. There is no entry test, but marks can be deducted on the course for poor use of English, so an honest self-assessment pays off.
Do I need a degree to teach English as a non-native speaker?
Not for the certificate itself - accredited TESOL courses have no degree requirement. Some countries do require a degree for a work visa, while many freelance, online and in-country roles do not. Check visa rules for your target country, and see our guide to getting a TESOL job with no experience for degree-free routes.
Where is it easiest for non-native speakers to find TEFL work?
Usually where your first language is an asset: teaching in your own country to students who share your mother tongue, teaching online where lesson quality speaks for itself, and with employers who hire on qualifications rather than passport. Strong spoken English at interview opens far more doors than adverts suggest.
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William Bradridge