How Can a Non-Native Teacher Instruct in English
 Around the world, the number of students studying English as a second
language has been steadily increasing. In fact, there are now more second
language learners than native speakers. With this demand for native speakers has
drastically increased. Language barriers, too much conservatism and an
unforgiving economy forced many countries to make use of local language teachers
to fill positions. With this, there are a great number of English teachers who
are not native speakers.
In East Asian countries like Japan and Korea, many students who have studied
English at the elementary level still lack the ability to communicate in that
language. As a result, there is a great influx of language academies and
tutorial centers that cater to their needs. In order to increase savings, many
of these institutions hire their citizens to teach English or parents resort to
sending their children to study in countries where English is spoken as a second
language, like the Philippines. Despite the comments that non-native teachers
lack competence, through the years, it has been claimed that what matters most
in teaching language is the ability of the English teachers to model and use the
language in their classrooms. The following are the ways on how non-native
speakers become effective instructors of English.
Use of Handouts
What
was written on paper lasts longer than spoken words. In many cases, what was
memorized by the student may be forgotten and handouts should be there to serve
as reference. Handouts are proven to be effective when teachers want to give
definitions of words, especially those that are technical. This will also make
students follow what was projected on the screen during class presentations and
take relevant notes without having to copy everything. Additionally, it provides
detailed information which may be difficult to look for outside the class.
Students will also be encouraged to look for unfamiliar words they can find in
the handouts.
Don’t Practice Vocabulary Overloading
 As
with most second language learners, teachers who are non-native speakers might
think that providing as much vocabulary in a day is helpful. This is a big
mistake. By limiting the number of vocabulary words introduced every meeting,
students will learn them faster. Since they do not have to memorize so much,
words learned in a day become meaningful and difficult to forget. It is also
advised that “words for the day” are to be used throughout the class for it to
be appreciated. Repetition of vocabulary and modeling its use in actual
situations help the students retain information and use the words with
practicality.
Integrate Grammar in Lessons
When giving lessons, teachers should not isolate grammar from the rest of the
macro skills in language. When taught separately, students might find it
difficult to grasp the concept because there is very little chance to relate it
to their everyday life. This can be done by introducing grammar rules used in
expressions the students know. When students are young, pictures and other
visual aids can help them understand better and for the teacher not to translate
the words into the students’ mother tongue. When the teacher does not speak the
first language of the student, the help of a much more advanced classmate can be
utilized. Give fast learners the chance to explore the language by letting them
explain the rules in their mother tongue. This will not only develop students’
independence but also foster clearer understanding of concepts by slower
students.
Mind Your Language
 When
students know that you only exclusively use English during classes, they will be
challenged to listen in order to learn the lessons. One very good way to start
is to use the same expressions to cue the beginning or ending of your sessions.
“Show me you are ready” as an opening can be a jump start in teaching
vocabulary, and meaning of the expression. You can now explain the usage of the
words so students have the concrete examples of its use. When explanations are
not enough, make students understand “sit down” or “go swimming” by preparing
some pictures or doing the actions. Another very important point is to always
instruct students in complete sentences. When you want them to “open the door”,
say “Please open the door” and never point to the direction and say “door,
open”. Students will eventually recognize the sentence patterns and start to
adapt the same.
Be Sensitive
Empathy is always helpful when teaching a second language, especially with
beginners. As a non-native speaker, the teacher might have encountered the same
level of apprehension and stress when attending language classes. When the
students commit mistakes, correct them but never criticize. When learners
realize they are given the chance to experiment with the language, they learn
willingly and enjoy the class. Be generous with praises when students perform
well. Students will feel that you are willing to help. As a result, they will
respond more and eventually develop language skills towards the end of the
class.
Summing Up
There are thousands of books and materials for language teaching but the ability
to acquire the language can be fueled by the teacher. When students can
communicate with their teachers and classmates easily, the attempt to acquire
the target language becomes easy. Creating an atmosphere conducive to learning
coupled with competence, a non-native teacher of English can help students
achieve as much as they could with a native speaker. It only takes a few special
considerations and strategies for the language program to work its best.
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