Students’ perceptions and expectations of native and non-native speaking teachers

Abstract

This chapter aims at identifying students’ attitudes and beliefs towards learning English with native and non-native English speaking teachers (NESTs and NNESTs). Attitudes are measured through quantitative and qualitative strategies of inquiry (questionnaires and interviews) which assess students’ perceived differences between native and non-native teachers regarding the following aspects: (1) language proficiency; (2) teaching behavior; and (3) cultural knowledge. Language proficiency is identified through the students’ view of the teachers’ speaking, reading, writing and listening skills, vocabulary, pronunciation/accent, grammar, and use of colloquial/idiomatic language. As for teaching behavior, subjects express their viewpoints regarding teachers’ awareness of students’ needs, commitment to teaching, confident use of English, focus on accuracy vs. fluency, focus on oral skills vs. written skills, use of materials, homework assignment, attitude to errors, and use of students’ L1. Finally, cultural knowledge is analyzed based on the concept of English as a tool for cross-cultural communication which involves interactions among nationals of different countries, native and non-native speakers alike, as opposed to an approach to culture which emphasizes the native speaker context. To conclude, students state their preferences for native or non-native teachers.