Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing
DOI:
https://doi.org/10.51454/jet.v4i1.217Keywords:
IELTS, native English speaker, native speakerismAbstract
The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.
Downloads
References
Ali, R., & Sohail, R. (2022). Hegemonic masculinity: representation of women surgeons in leadership positions in Pakistan. Leadership in Health Services, 35(3), 443–459. https://doi.org/10.1108/LHS-09-2021-0082
Anderson, J. (2020). ‘Buying in’ to communicative language teaching: the impact of ‘initial’ certification courses on the classroom practices of experienced teachers of English. Innovation in Language Learning and Teaching, 14(11), 1–14. https://doi.org/10.1080/17501229.2018.1471082
Arbar, T. F. (2020). Sentuh ratusan juta, ini deretan TK & SD mahal di Jakarta [Reach hundred of million, these are the most expensive kindergarten and primary school in Jakarta]. Online. https://www.cnbcindonesia.com/lifestyle/20200205115057-33-135403/sentuh-ratusan-juta-ini-deretan-tk-sd-mahal-di-jakarta/2
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2014). Introduction to Research in Education (8th ed.). Wadsworth/Thomson Learning.
Atamturk, N., Atamturk, H., & Dimililer, C. (2018). Native speaker dichotomy: Stakeholders’ preferences and perceptions of native and non-native speaking English language teachers. South African Journal of Education, 38(1), 1–10. https://doi.org/10.15700/saje.v38n1a1384
Barnawi, O. Z. (2016). Re-reading your CELTA training course: A case study of four international teachers working at a Saudi HE institution. English Language Teaching, 9(9), 85. https://doi.org/10.5539/elt.v9n9p85
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859
Block, D., & Gray, J. (2016). ‘Just go away and do it and you get marks’: The degradation of language teaching in neoliberal times. Journal of Multilingual and Multicultural Development, 37(5), 481–494. https://doi.org/10.1080/01434632.2015.1071826
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(May 2015), 77–101. https://doi.org/10.1191/1478088706qp063oa
Britishcouncilfoundation.id. (n.d.). IELTS Speaking Examiner. Retrieved December 9, 2021, from https://www.britishcouncilfoundation.id/en/ielts-speaking-examiner
Chaka, C. (2021). Alan Davies: Ostensive Views, Other Views and Native Speakerism, and the Implications of the Latter for English Language Teaching. Advances in Language and Literary Studies, 12(9), 79–86.
Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35(4), 407–430. https://doi.org/10.1016/j.system.2007.05.002
Coffield, F., & Economic and Social Reearch Council (great Britain). (2000). The necessity of informal learning. In F. Coffield (Ed.), ESRC Series Learning Society. Policy Press.
Coombs, P. H., & Ahmed, M. (1974). Attacking rural poverty: How nonformal education can help. In A World Bank Research Publication.
Dardjowidjojo, S. (2000). English teaching in Indonesia. EA Journal, 18(1), 8.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191
Dave ESL. (2020). Teach kids and adults, private language school in Kanazawa, Japan! https://www.eslcafe.com/postajob-detail/teach-kids-and-adults-private-language-school?koreasearch=&koreapageno=&koreapagesize=&chinasearch=&chinapageno=&chinapagesize=&internationalsearch=&internationalpageno=1&internationalpagesize=60
Dearden, J. (2016). English as a medium of instruction – a growing global phenomenon.
Surat Keputusan Menteri Pendidikan dan Kebudayaan [Ministry of education regulation], Pub. L. No. SK Mendikbud No 060/Thn. 1993 (1993).
Doan, N. B. (2016). To employ or not to employ non-native speaker teachers: views from within. Asian Englishes, 18(1), 67–79. https://doi.org/10.1080/13488678.2015.1132112
Ebong, B., & Sabbadini, M. J. (n.d.). Developing pronunciation through songs. Retrieved September 20, 2020, from https://www.teachingenglish.org.uk/article/developing-pronunciation-through-songs
Floris, F. D. (2013). Exploring teachers’ beliefs on the teaching of English in English language courses in Indonesia. Philippine ESL Journal, 11(July), 4–24.
Foster, P. (2009). Lexical diversity and native-like selection: The bonus of studying abroad. In B. Richards, M. Daller, D. Malvern, P. Meara, J. Milton, & J. Treffers-Daller (Eds.), Vocabulary studies in first and second language acquisition (pp. 91–106). Palgrave Macmillan.
Ganji, M., Ketabi, S., & Shahnazari, M. (2018). Comparing local and international English teacher training courses: Lessons learned. Cogent Education, 5(1). https://doi.org/https://doi.org/10.1080/2331186X.2018.1507174
Hapsari, A. (2012). Polemik pelajaran bahasa Inggris di kurikulum SD [Polemic surrounding the teaching of English in primary school curriculum]. https://www.sekolahdasar.net/2012/11/polemik-pelajaran-bahasa-inggris-di.html
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387. https://doi.org/10.1093/elt/ccl030
Holmgren, R., & Sjöberg, D. (2022). The value of informal workplace learning for police education teachers’ professional development. Journal of Workplace Learning, 34(7), 593–608. https://doi.org/10.1108/JWL-04-2021-0040
IELTS.org. (2021). What is IELTS? https://www.ielts.org/about-ielts/what-is-ielts
International House Bangkok. (2020). The official Cambridge CELTA entry requirements. https://www.ihbangkok.com/teacher-training/celta/entry-requirements/
International House London. (2020). Face to face CELTA. https://www.ihlondon.com/course/celta-certificate-in-teaching-english-to-speakers-of-other-languages/
Kachru, B. B. (1996). World Englishes: agony and ecstasy. The Journal of Aesthetic Education, 30(2), 135–155.
Kasim, M. (2012, October 18). Bahasa Inggris tidak wajib diajarkan di SD [English is not a mandatory subject at primary school]. Online.
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.
Lauder, A. (2008). The Status and Function of English in Indonesia: A Review of Key Factors. Makara, Social Humaniora, 12(1), 9–20.
Lie, A. (2007). Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, 18, 1–14. https://doi.org/10.15639/TEFLINJOURNAL.V18I1/1-15
Merma-Molina, G., Ávalos-Ramos, M. A., & Martínez Ruiz, M. Á. (2022). Gender stereotypes: persistence and challenges. Equality, Diversity and Inclusion: An International Journal, 41(7), 1112–1135. https://doi.org/10.1108/EDI-12-2018-0229
Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass Inc., Publishers.
Millington, N. T. (2011). Using songs effectively to teach English to young learners. Language Education in Asia, 2(1), 134–141. https://doi.org/10.5746/leia/11/v2/i1/a11/millington
Morgan, B. (2016). Language Teacher Identity and the Domestication of Dissent: An Exploratory Account. TESOL Quarterly, 50(3), 708–734. https://doi.org/10.1002/tesq.316
Murtiana, R. (2012). Student’s Perceptions of Native speaker and Non-native Speaker Teachers: Implication for Teacher Education. The 5th International Seminar: Teacher Education in the Era of World Englishes, 29–42. file:///C:/Users/Owner/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/STUDENTS_PERCEPTIONS_OF_NATIVE_SPEAKER_A.pdf
Niño Murcia, M. (2003). “English is like the dollar”: hard currency ideology and the status of English in Peru. World Englishes, 22(2), 121–141. https://doi.org/10.1111/1467-971X.00283
Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 80–86). Routledge.
Paksi, V., Nagy, B., & Tardos, K. (2022). Perceptions of Barriers to Motherhood: Female STEM PhD Students’ Changing Family Plans. Social Inclusion, 10(3). https://doi.org/10.17645/si.v10i3.5250
Panggabean, H. (2015). Problematic approach to English learning and teaching: A case in Indonesia. English Language Teaching, 8(3), 35–45. https://doi.org/10.5539/elt.v8n3p35
Punch, K. F., & Oancea, A. (2014). Introduction to Research Methods in Education (2nd ed.). Sage Publishing.
Skjaerlund, G., & Loop, T. van der. (2015). Supply of non-formal training in Indonesia: Tim Nasional Percepatan Penanggulangan Kemiskinan (No. 23).
Smith, B. D. (1991). English in Indonesia. English Today, 7(02), 39–43. https://doi.org/10.1017/S0266078400005526
TESOL Indonesia. (2020). CELTA in Bali & Jakarta. https://www.studycelta.com/tefl-indonesia/
Thornbury, S., & Watkins, P. (2008). The CELTA course. ELT Journal, 62(3), 318–320. https://doi.org/10.1093/elt/ccn031
Walkinshaw, I., & Oanh, D. H. (2014). Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan. SAGE Open, 4(2), 2158244014534451-. https://doi.org/10.1177/2158244014534451
Watson Todd, R., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37(1), 23–33. https://doi.org/10.1016/j.system.2008.08.002
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pritz Hutabarat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
