Native Speaker Teachers and Use of the First Language in the Classroom
Around the world, there is a conventional thought that foreign languages should only be taught by native speakers and that the students’ native language should be banned from the classroom. This is especially commonplace among English as a Second or Foreign Language schools which tend to exclusively employ native speakers of English, even if they have absolutely no experience or training in language teaching. However, this is mostly done for reasons related to money, prestige and prejudice and it is not, in fact, supported by linguistic research. Imagine any other business where you could teach someone else to do something in which you have absolutely no knowledge or success. How can you teach someone to speak a second or additional language when you do not speak a second or additional language yourself?
Only hiring native speakers and denying use of the native/first language (L1) only serves to undermine (and insult) multilingual local teachers and contradicts numerous studies showing the benefits of using the native language to learn a second or subsequent language. I certainly feel insulted when people say they will not learn languages from non-native speaking teachers because I am a non-native teacher of French. I am fluent in the language and have years of teaching experience, as well as several degrees and publications, and yet because my native language is not French that somehow makes me inferior to native speakers with no experience or education in teaching. In many ways, I actually prefer non-native speakers as teachers because then I know they have gone through the same experience as me in learning the language and they know the mistakes that I am likely to make and how to avoid them. Many people do not want to learn from non-native speakers because of their accent or the fear that the teacher will make mistakes, most of the input in the foreign language needs to come from authentic sources of language use rather than from the teacher anyway.
This problem is more rampant among English classes since English is taught much more often across the globe, but the prejudice remains for all languages. And it leads into the second issue of banning the L1, because if the teacher is monolingual then he or she cannot resort to another language in the classroom. Yet second language acquisition research provides no reason to ban the L1 completely from the classroom, and there certainly exists research to support that using the L1 is more effective for certain aspects of language learning – such as explaining grammar or tasks, disciplining students, translations for ambiguous words, etc. Of course, there are limits to how much the L1 should be used as the amount of input in the second language (L2) is extremely important. But the L1 does indeed help in learning the L2 and creating connections between the two languages. As there is some overlap among languages in the brain, it can be impossible to “turn off” the L1 when using the L2. Code-switching and constantly moving between languages and cultures is entirely normal – it is not something to be banned or looked down upon.
The success of immersion programs has been used as the rationale to support banning the L1, and even though teaching non-language courses in a foreign language can improve language learning, many immersion programs do not ban the L1 completely. In fact, much of the research on immersion programs show the importance of adding an L2 to an L1 instead of replacing the L1 by an L2. Unfortunately it happens all too often that the opposite of research reported in the popular press immediately becomes wrong. We are too quick to assume that evidence for an idea also means evidence against the competing idea. Yet nothing is ever that black and white. The success of a few immersion programs should in no way imply that non-immersion programs are a failure, especially when there is no evidence for it. And thanks to research on code-switching, the cognitive benefits of L1 use, and L2 language exposure (input alone does not suffice – it must become intake), many scholars have softened their position to agree that the L1 should not be banned completely.
Language students should always be thought of as developing bilinguals or multilinguals, rather than two or more monolinguals. The monolingual native speaker model that is portrayed in essentially all pedagogical materials (as well as by hiring monolingual teachers) presents an unattainable and impossible goal for language learners. When you learn a second language, you are no longer monolingual and by definition, you will never be a native speaker of another language. So why is that the model that we teach to students? I completely agree with Carl Blyth when he notes the irony of “using monolingual speakers as role models for learners striving to overcome their own monolingualism.” We need non-native and multilingual models and teachers of the language because that is exactly what the students are and what they will become: non-native and multilingual.
Students should never be denied the opportunity to use their L1 in any type of learning, especially young students who haven’t even completely acquired their native language yet. Allowing the native language in school has many benefits, yet there still exists “English Only” attitudes that only help to deteriorate students’ cognitive abilities. Recent reports of students being punished for speaking their native language – such as Menominee in the US or French in northern Belgium – are worrying because they bring back horrible reminders of Native American boarding schools and the Stolen Generation. Students should certainly never be made to feel as though their language is bad or wrong, because if their language is undesirable, then what about the culture linked to the language or the people themselves who speak the language? Are they undesirable as human beings as well?
Fortunately researchers have started calling for a more bilingual or lingua franca approach to teaching English which focuses on context and learner needs, which really should be applied to all languages. Ideally the teachers are multilingual and multicultural, who know the language of their students and have some knowledge of the particularities of the varieties of the language used throughout the world. When talking about world languages, we tend to think of English, Spanish, French, Arabic, etc. but every language consists of varieties depending on where and how it is used. For more information on lingua franca teaching, World Englishes: Implications for International Communication and English Language Teaching by Andy Kirkpatrick is a great introduction.
Other books I like to re-read on this topic include:
Australia’s Language Potential by Michael Clyne
Second Language Learning and Language Teaching by Vivian Cook
First Language Use in Second and Foreign Language Learning edited by Miles Turnbull and Jennifer Dailey-O’Cain (especially chapter 9 by Carl Blyth)
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