• Challenges:

Educational organisations and language teachers face challenges on daily basis, especially NNESTs. Ulate (2011) points that the term ‘non-native English speaker’ has a negative connotation attributed to it as people compare it with the positive term ‘native English speaker’. One of the consequences of this is the lack of confidence specially when there are native colleagues. There are internal causes for this due to the perception of native English-speaking teachers (NESTs) as linguistically and pedagogically superior. External causes can mainly be assigned to the way students compare between NESTs and NNESTs (including NNESTs as language learners themselves).

It is serious when students ask for NESTs in feedback sessions because it threatens NNESTs’ credibility and motivation; however, it can be motivating for others to advance their language learning. In his well-known article ‘Native or Nonnative: Who’s worth more?’ Megyes (1991) concludes that being native or non-native does not determine the “teacher’s effectiveness” but there are many variables; and that “a favourable mix” is healthy as it opens the doors for meaningful teamwork.

In a different context where all or the majority of the teachers are NNESTs, there can emerge problems when teachers have mixed levels of English. One of the challenges is staffroom gossip; some teachers feel high-caliber and start to gossip about those who are less competent in language. Likewise, those who are less capable start to be envious because other teachers are proud, sometimes arrogant, because of their language or accent. Indeed, this is a challenge for the teachers as it has a detrimental effect on teambuilding. Symptoms vary, such as the look between two friends when somebody else talks, the gossip which takes place after someone has talked in a meeting, etc. (Tizzard 2006)

In addition, when NNESTs language progress is slow, certain individuals find it difficult to ascend in the training ladder; they stop at a certain point failing to exceed it. An example would be a teacher who is not eligible for the DELTA because he / she is not yet C2 in the CEFR. Moreover, this puts timetabling constraints on the academic staff and admins when assigning higher-level classes such as B2 and above to teachers.

• A Framework for Recruiting NNESTs :

Recruitment is such a big process which involves complicated procedures with even more considerations when the candidate is non-native. Problems of non-native-related nature can be minimised by careful attention to the recruitment and selection process of teachers. Below is a suggested scheme which provides some guidance to ELT organisations. It is useful for recruitment in general; nevertheless, it is essential in the case of non-native candidates.

1. Although NNESTs sometimes are not equally treated as NESTs, and “discriminated against because of their non-native status” as Ulate (2011) argues, recruitment teams should not have blind sympathy and unjustifiably accept NNESTs declaring the radical sign of “The Native Speaker is dead![1]“. A balanced combination is always more effective.
2. While it is preferable to have a degree in teaching or education, recruiters have to decide if this is essential.
3. The English language level issue must be clear: What level? How do we know? Which test should candidates have? Will it be a prerequisite for the application? All these questions should be answered or else undesirable consequences can happen; for example, having teachers who are less competent than some students!
4. Duties and responsibilities should be clear in the job description in addition to class levels the candidate will teach.
5. In schools which have learners of different age range, i.e., adults, young learners, etc. the candidate should know which group they are teaching.
6. Interviews should include competency questions through which the candidates’ language level, soft skills, teamwork, willingness to learn, etc. are assessed.
7. The recruiting board should make reasonable decisions when there are complex situations, for example, a candidate whose language level is very high but are stubborn vs. a candidate who is willing to learn and open to new experiences but his / her language level is significantly lower.
8. When language schools decide to give pre-service training, they need to decide whether to incorporate a language awareness element in the course or not depending on the type of candidates and the school needs- this relates to point b. and the candidates’ previous education. A similar proposition was put by Anderson (2015) when he compares between the needs of NESTs and NNESTs in initial teacher training courses.

• Practical tips for NNESTs:

In “A forum on non-nativeness in ELT” in IATEFL conference 2015, there were three of us presenting in the forum: a colleague talked about the topic from an academic point of view; the other colleague was categorically denying any criticism to NNESTs; and I addressed non-nativeness as an existing issue highlighting how to boost the NNESTs credibility. I believe that NNESTs should be humble and confident at the same time, that is, they should be willing to accept constructive criticism and improve their proficiency and efficiency; they also should not feel inferior to their native counterparts.

The following are practical tips for the NNESTs to be able to survive in the ELT setting.

Tip 1: Being a NNEST is not a shame; Medgyes (2001) listed six advantages NNESTs:

1. Provide a better learner model.
2. Teach language-learning strategies more effectively.
3. Supply more information about the English language.
4. Better anticipate and prevent language difficulties.
5. Be sensitive to their students.
6. Benefit from their ability to use the students’ mother tongue.

Tip 2: No matter which level you are, you have to continuously improve your English language. It is commonly perceived that non-natives use ‘bookish’ language, so shifting towards more ‘real’ language is key.

Tip 3: Use language more confidently and try to embrace your native speaker mode without exaggeration.

Tip 4: In your teaching, try to be more creative and provide lots of opportunities for the students to use language in meaningful contexts.

Tip 5: On your first lesson, be clear with your students that you are a language learner as well and you do not know everything about English; however, that will depend on the type of students and how they might perceive this.

Tip 6: Always maintain a positive approach towards your colleagues; be ready to sympathise and humbly offer help to those who need it, and seek help from those who can offer it.

Tip 7: Be sincere. Do not backbite your colleagues or managers. Give advice and ask questions if you are in doubt.

Tip 8: Be autonomous! Do not expect that your school or centre should be responsible for your development. Although they may offer training opportunities, you have to take responsibility of your learning and professional development.

Tip 9: Participate and present in conferences, try to publish in ELT journals, take relevant free online course on FutureLearn, Coursera, etc.

Tip 10: Read about ELT in general and NNESTs in particular.

All in all, although the challenges bilingual teachers face are unavoidable, they have to be dealt with positively in order to boost confidence and teamwork. Recruiters also need to clearly delineate a scheme which can be used as a reference for them when selecting candidates – each school decides what criteria meet their needs without discrimination. This, hopefully, is going to add integrity and inclusion to ELT recruitment.

References:

Awan, A. S., Cavalcante, H., Othman, A. (2016) ‘ Forum on non-nativeness in ELT: implications, knowledge of

language and credibility’ in IATEFL 2015 Manchester Conference Selections. Kent: IATEFL, pp. 172-175.

Medgyes, P. (1992) ‘Native or non-native: who’s worth more?’, ELT Journal, vol. 46, issue. 4, pp. 347.

Medgyes, P. (2001) ‘When the teacher is a non-native speaker’. Teaching Pronunciation. Online. [Accessed: 21/09/2016]. <http://teachingpronunciation.pbworks.com/f/When+the+teacher+is+a+non-native+speaker.PDF>

Tizzard, P. (2006) ‘The Teambuilding Activities Pocketbook’, Management Pocketbooks Ltd

Ulate, N. V. (2011) ‘Insights towards Native and Non-native ELT Educators’. Bellatella Journal of Teaching & Learning Language & Literature, vol. 4 (1), pp. 56-79.

[1] Peter Medgyes pointed out to a book with this title in his article “When a teacher is a non-native”

Abo Bakr (RA):

His main focus was to follow the footsteps of the prophet (PBUH). An example that may highlight this is when he sent the army of Usamah Ibn Zayed who had been appointed by the prophet (PBUH). Sending this army had a great impact on eradicating the trials. (Simple Encyclopedia of Islamic History, 2013). Abo Hurairah (RA) indicated this by saying, “By Allah, who is the only Lord, had Abo Bakr not been the caliph, Allah would not have been worshipped” then he mentioned the issue of Usama’s army.[3]

During the lifetime of the prophet (PBUH) Abo Bakr was known for his gentleness, kindheartedness and excellence, however, he demonstrated leadership when he became a caliph as he kept these qualities balanced with firmness for the sake of Allah. Abo Bakr’s first address to the Muslims is clear-cut evidence as he delineated his policies, maintaining shura and justice which he totally abode by- He said,

“… I am better than none of you. Thus, if I do good work it is incumbent on you to extend your help and support to me; if I go wrong it is your duty to put me on the right path. …. The weak among you are strong to me unless I give them full jus tice, and the strong among you are weak to me unless I receive what is due from them…. Obey me while I keep obeying Allah and His Messenger (PBUH); renounce me when I disobey Allah and His Messenger (PBUH) for obedience to me is not incumbent on you then.”[4]

There are things that clearly stand out during Abo Bakr’s caliphate: for one thing, he uprooted the apostasy movement in the Arabian Peninsula when many people were unwilling to pay zakat- the 3^rd pillar of Islam. The decisive leader sent 11 armies to defeat the apostates. The mission was successfully accomplished. As a result of the battles, a number of huffaz[5] were martyred. The other thing is the compilation of the Qurán as advised by Omar (RA). Abo Bakr was hesitant at the beginning but he was convinced and the process began.

Omar Ibn Al Khattab (RA):

The prophet (PBUH) said to Omar once, “By Allah, Satan will never tread a way you pass through” (Al Bukhari 3294)

He also said, “Had there been a prophet after me, he would have been Omar” (Sunan At-Tirmizi 3686)

Omar Ibn Al Khattab showed an exemplary model for the leader. It is worth mentioning that the faculties and qualities he possessed were second to none. He was known as ‘Al Farouq’ i.e. the one who separates between haqq and baatil.

During Omar’s (RA) caliphate, the area of the Muslim state expanded to be around 22.5 hundred thousand square meters; the Muslim army opened Damascus, Ajnadeen, Jerusalem, Egypt and Persia. While it might be argued that the Muslim state was able to conquer Rome and Persia- the 2 most powerful states in the world at this time- due to their decline, the truth of the matter is that the Muslim stated was relatively new- it was about 20 years old.

Omar’s (RA) accomplishments touch many aspects, such as: political, social, administrative and financial dimensions of the Muslim state. Najeebabadi states that Omar instituted his firsts in these different spheres (2000:371). Amongst these accomplishments are: setting up the formal baitul maal (public treasury), introducing the Hijri calendar, adopting the appellation of Amirul Momineen, regulating military department, establishing a separate financial affairs department, introducing the record keeping for different things and setting the police department. Omar also was the first to allow traders of rival countries to come for business. The destitute Jews and Christians were given daily allowance. He enacted criteria for the selection of governors. Last but not least, he introduced a survey-like system to gather information about the state and the masses.

To conclude, it is nonnegotiable that the Muslim state in the caliphate of Abo Bakr and Omar has consolidated its position thanks to their invaluable efforts keeping the promises of the prophet (PBUH), abiding by the Qurán and Sunna, and applying shura and justice. As a result, most of the world at this time was subject to the Muslims and numerous people came to the fold of Islam willingly and the other practiced their teachings freely under the tolerance of the Muslims.

Bibliography

Al Sergani, R. (2006), إدارة عمر بن الخطاب. [online]. Available from <http://islamstory.com/ar/ إدارة_بن_الخطاب> [Accessed: 18th Dec 2013]

Al Sergani, R. (2008), دروس من حياة أبي بكر الصديق [online]. Available from <http://islamstory.com/ar/دروس_من_حياة_أبي_بكر_الصديق> [Accessed: 18th Dec 2013]

As-Soyooti, (2004), Tarikhul Khulafaa تاريخ الخلفاء . [Windows® PC application], n.d.: Maktabt Nizr Mustafa Al Baz

At-Tirmizi, (1998), Al Jamea Al Kabeer الجامع الكبير – سنن الترمذي. [Windows® PC application], Beirut: Dar Al Gharb Al Islamy

FDA[6], (2013), The Simple Encyclopedia of Islamic History  الموسوعة الميسرة في التاريخ الإسلامي. Cairo: Iqraakotob publishing

Najeebabadi, A. (2000), The History of Islam. n.d. : Darussalam

[1] The first rightly-guided caliph after prophet Muhammed (PBUH)

[2] The second rightly-guided caliph after prophet Muhammed (PBUH)

[3] FDA , (2013), The Simple Encyclopedia of Islamic History  الموسوعة الميسرة في التاريخ الإسلامي. Cairo: Iqraakotob publishing

[4] Ibn Saád, At-Tabaqaat (884 H)

[5] Those who memorise the Qurán.

[6] FDA is the acronym of Farik Derasat Islameyya, i.e. Group of Islamic studies research