Introduction
The study confirmed my expectations because the recruitment process for hiring English language teachers is not based on competence, but on the ground that one is a native English speaker. The professional experience, academic qualifications, and whether one is native or nonnative should be considered to give equal chances to all the applicants to work as English language teachers. The recruitment and selection of native speakers as English language teachers have proved most of the native speakers to be incompetent as compared to nonnative speakers. The practice is simply based on the discriminatory perceptions that natives of the English language are competent to teach the language.
Main Body
Certainly, the study could have yielded results that show that non-native and native speakers are not equally competent to teach the English language in the schools. A persistent perception among many people is that a native speaker is always perfect in teaching the mother tongue one speaks. The perceptions are untrue because most research findings show a gap in the use of English to teach. The true position is that all speakers have the academic and professional qualifications and experience to teach their native language.
The methodology was not suitable for the study because the listening element could certainly create the bias in the minds of the respondent about the ethnicity of the speaker that could affect their judgment about the competence of the speaker to make them award marks according to the attitude they developed at the start of the exercise and not according to the speaker’s competence. While other elements such as questionnaires in the methodology section were properly applied in the study, the speaking element could tip the balance in favor of the native speakers. If the speaking tool was removed from collecting the data to inform the study, the rest of the methodology could yield different and reliable results.
No, it could be a true premise to assume that some English teachers are employed because of the demand by the customers. It can be acknowledged from the study that customers have a perception that native speakers can make more competent teachers of the English language than nonnative speakers. However, a fact such as the incompetence in the classroom proves that position to be incorrect.
I see myself as a nonnative English speaking teacher who can deliver English language lessons competently because of my professional and academic qualifications. However, the study has informed my position as a nonnative English speaking teacher to work harder to improve my proficiency in English because to be born a native speaker or a nonnative speaker does not qualify one to be perfect in English, but with experience, knowledge, and skills, I can make an excellent nonnative English speaker.
My aim is to become an excellent nonnative English-speaking teacher because I could gain the skills and knowledge required for a successful nonnative speaker in the English language. The English language lessons offered at the MA University could underscore my success in the proficiency in the language and I could make one of the excellent examples of nonnative speakers who excel in English and end up taking up jobs to teach the native speakers.
Conclusion
In conclusion, a good academic process provides both non-native and native speakers the competencies they need to be excellent English language speakers.