We Should Not Hire Only Native English-Speaking Teachers

Abstract

The preference for hiring native English-speaking teachers (NESTs) over their non-native-speaking counterparts remains deeply rooted in language education. This paper challenges the assumption that being a native speaker necessarily guarantees effective teaching ability. It explores the unique advantages that well-trained (NNESTs) bring to the classroom, including firsthand language-learning experience, greater empathy, cultural sensitivity, and more extensive structural knowledge of the English language. Drawing on real-life examples and research EFL/ESL contexts, this paper argues that a balanced approach, wherein both NESTs and NNESTs collaborate and complement each other’s strengths, would engender to more optimal language learning outcomes. The analysis calls for a shift in hiring practices, with teaching qualifications and training valued over linguistic background alone.