Non-NEST Pronunciation in ELT

Jorge Torres Almazán, Mexico

Jorge Torres Almazán is a teacher at the American School of Tampico, Mexico. Jorge has taught EFL for 15 years, holds a BA in Pedagogy as well as TKT and ICELT. He has been speaking examiner for Cambridge Language Assessment since 2004. He is currently pursuing a MA in Education Administration. He is member of U. S. Alumni Global Community. E-mail: jtorres@ats.edu.mx , www.ats.edu.mx

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Introduction
Different Englishes
International standards
Intelligibility
Conclusion
References

Introduction

There is plenty of literature about Non-NEST (Non-Native English-Speaking Teachers) skills regarding proficiency, language knowledge, cultural knowledge, pronunciation, etc. Peter Medgyes (1994) for instance outlines and explains in detail a good number of advantages and disadvantages of all kinds. There are many essays and articles in ELT journals, magazines and internet websites about this issue.

Pronunciation, however seems to be the one, we Non-NEST feel particularly handicapped and/or in great disadvantage. Many Non-NEST themselves believe that they are “OK” to help learners at the beginning of the learning process, giving them the basic knowledge and that later these learners will have to look for a NEST (Native English-Speaking Teacher) to improve pronunciation, stress, idioms, culture, and other aspects of the language or to travel to a country where the language is spoken.

Fortunately, now there is evidence and research that indicates that Non-NEST can be as effective as NEST and that both share advantages and disadvantages, which include pronunciation. When it comes to this aspect of the language Non-NEST seem to have more advantages than disadvantages while NEST seem to lack the correct model, according to some Linguists and Teacher Trainers.

Different Englishes

David Graddol (2007) states the following: “traditionally, native speakers of English have been regarded as the authoritative standard and the best teachers. Now, they may be seen as presenting an obstacle to the free development of Global English”

David Graddol (2007) names it Global English, David Crystal (2000) calls it International Standard English, and Jennifer Jenkins (2002) says it is EIL (English as International Language). And according to all of them this is the variety of English spoken in interaction, most of the times, among Non-Native English-Speakers. Recent data has shown this may be happening around and that such interactions are conducted in part by people whose first language is other than English.

David Crystal (2000) says, this is the kind of English free of American or British or Australian slang, this is plain English to communicate ideas. The variety most Non-NEST speak.

David Graddol (2007) adds.

“Global English focus on internationally, intelligibility rather than a specific variety”. Intelligibility is what we need rather than American or British Pronunciation.

Furthermore David Graddol (2007) suggests,

“In the new rapidly emerging climate, native speakers may increasingly be identified as part of the problem rather than the source of a solution”.

Kachru (1992) and his famous inner, outer, and expanding circles indicates that now Non-Native English-Speakers outnumber Native English-Speakers by millions. This new majority will set the rules needed for international communication and the new rules for this new variety of the language spoken by a vast number of people. So NEST will have to adjust their variety to fit this strong growing English.

International standards

This has become a serious issue for some governments, in China in 2001; they hired Belgian Teacher Trainers because of their experience in bilingual education. Some countries in Asia have broadened their idea of “Native Speaker Teacher” and this includes teachers from India and Singapore, these two countries according to Kachru´s circles are part of the outer one.

Even international examination boards are aware of this situation. Cambridge ESOL trains and recruits hundreds of Non-NEST as Speaking Examiners to conduct their different ESOL examinations around the world. These Speaking Examiners must fulfill professional, personal, administrative, and some other requirements. The section for English language competences includes:

• Overall language proficiency relevant to the examination level (at least 2 CEFR levels higher than the CEFR level of the exam).
• Clear diction including intelligibility outside the region/country where examining takes place.
• Linguistic accuracy.
• Ability to judge the grammatical accuracy, acceptability and appropriateness of spoken English at the relevant examination level.

Intelligibility

Jennifer Jenkins (2002) conducted a research about communication among Non-Native Speakers and she found out that intelligibility and an acceptable standard form is the key to successfully get your ideas across. She says that features like pronouncing /θ/ instead of /ð/ does not cause any kind of breakdown in communication. On the other hand some other features cannot be neglected; if they are, communication will be at risk.

Non-NEST must worry about intelligibility and a standard model rather than pursuing for a Native-like pronunciation that may take really, really long (or forever) to achieve. Moreover Native-like pronunciation may not be the right goal now. After all our learners (according to numbers) are more likely to interact with other Non-Native Speakers and they need to be aware of that fact.

Peter Medgyes (1998) says that Non-NEST may feel unsafe about the language and may take a pessimistic or aggressive attitude in the classroom. They may give importance to grammar and give little emphasis to fluency and communication and this is something that may hinder learning. While taking a preparation course for the Cambridge Teaching Knowledge Test some years ago, (all participants were Non-NEST) and more than 90% of the teachers in that course agreed that speaking and pronunciation is where they feel weaker in comparison with the other skills.

Conclusion

By gaining confidence Non-NEST will no longer suffer or stress about this kind of “correct” American or British pronunciation. Once free from these odd ties we will be able to focus and increase our knowledge in some other aspects of ELT, this may send a positive message to learners.

David Crystal (2007) assures that

“…we are living in a world where most of the varieties we encounter are something other than traditional British or American English. We do our students a disservice if they leave our care unprepared for the brave new linguistic world which awaits them “,

We may dare to correct Native-Speakers pronunciation when they do not adjust their own to this new demands and aim for intelligibility and standard forms. We are and we can claim “nativeness” of this new internationally dominant variety of English.

References

Crystal, D 2000 Emerging Englishes., English Teaching Professional 14, 3-6

Graddol, D 2007 English Next, British Council.

Jenkins, J 2002 Global English and the Teaching of Pronunciation. www.teachenglish.org.uk

Kachru, Braj B. 1992 Teaching World Englishes The Other Tongue: English Across Cultures. Ed. Braj B. Kachru. University of Illinois Press

Medgyes, P 1994 The Non-Native Teacher. Houndsmills: Macmillan

Medgyes, Peter 1983 The Schizophrenic Teacher, ELT Journal 37, 2

University of Cambridge ESOL Examinations, 2010. Instructions to Speaking Examiners

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