The issue of NESTs and Non-NESTs have been widely discussed by those who are concerned on the importance of ELT education. In what circumtances both NESTs and Non-NESTs can teach effectively and how to maintain Non-NESTs’ existence?
I notice McKay’s (2003) elaboration about the existence of NESTs and Non-NESTs as the models in teaching English. He states that the misconception about NESTs as the best models in ELT has restricted Non-NESTs’ opportunities in job provision. I agree with this notion since in several cases in Indonesia, NESTs are still preferable rather than Non-NESTs due to the people’s belief that the native speakers always offer more than the non-native speakers in language learning. I am afraid that the recruitment of the L2 teachers is merely emphasized on the teachers’ status as the native speakers without considering their ability to conduct good ELT.
During my teaching period in an English course center in my hometown, I found that being a Non-NEST offers a lot of advantages that can not be obtained by NESTs. For instance, teaching in English beginners’ class requires the ability to speak Indonesian language since participants unable to understand the whole materials delivered in target language. Sometimes teacher are required to clarify certain words from the L2 to the L1. This method is quite hard for the NESTs to be implemented even some believe that body language and clues also can be used in this case. However, further explanation in L1 is still needed. That is why, I agree with Medgyes’s (1992) contention that Non-NESTs position in ELT is still can be maintained since they provide benefits, such as competence in speaking first language, good understanding of what their students need in learning and ability to reflect their experiences to learners as well. So, why do the non-NESTs afraid of being marginalized by the NESTs? I believe that being a non-NEST is a strategic position in ELT as long as they have sufficient knowledge, experience and skill in teaching the target language.
Reference
McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13 (1), 1-21.
