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(TEFL FOR NON NATIVE ENGLISH SPEAKING TEACHERS) Discrimination is obviously one of the biggest underlying fear in job hunting for non-native speaking teachers in the world of Teaching English as a Foreign Language. We mostly observed that the majority of job postings available online says “native-English speaker only or preferred native-English speaker”. Because of this, an ordinary non-native job-hunter may interpret it as he will no longer be qualified and not be given a chance to prove that he is as capable as the native speakers. Today, I am going share some significant attributes that can be used as a winning edge in conquering the barrier that adversely planted in TEFL employers and eventually reconsiders us as a non-native English speaker in there hiring requirements. Before I go further, let me share with you who are considered to be a Native English Speaker. They are people from the US, Canada, the UK, Ireland, South Africa, Australia, and New Zealand. Yes! You read it right! Only from those countries, and the rest are deemed to be Non-native English speakers. If you are like me that do not hold citizenship from one of this country then probably we are on the same shoes. Wondering how we can have shared opportunities and importance with teachers from the countries mentioned above. Even thou it is factual that the preference lies in native English speaker it does not mean that we can no longer break or overcome this prejudice. Becoming a Non-Native English Speaking Teacher (NNEST) needs enough courage determination and learning the know-how of the language itself. But for countless articles that I had read through and people that I interviewed (online) the profession is rewarding and note-worthy. At any point, a teacher’s profession is always learning in progress. So now, how can I use my being an NNEST as a winning edge? I only think few but they are compelling. I learn the English Language through a thorough understanding of the language. I will always bear in mind correct usage (grammar), vocabulary and pronunciation. Although my accent is not as sound as the slang English speaker, it will be an additional asset in terms of effective conversation. I can pronounce words vividly that even starter or zero English knowledge are able to understand it. My ability to adjust my approach depending on how the student learning capabilities and cultural dimension will be a great factor in becoming a well diverse teacher. Such flexibility is not always present in native-English speakers. Moreover, who else can understand the students of the English language situation other than a person who experiences the same circumstance as them? I, as a non-native speaker, will always have this deep sense of empathy with them, thus learning will not be out of pressure rather it will be an encouraging one. A fun learning environment that makes them enthusiastically learn the language. I stand as a role model for the students, that I was able to learn it despite the fact that it is not my mother tongue. They can do the same as well or even surpass my achievements in the English Language niche. In the end, a good teacher of a language does not rely on whether he/she comes from a native English language country or not, one should possess a language learning experience and teaching skill as well as his personality and an undeniable passion in the service.
