Can Only Native English Speaking Teachers Teach Aural and Oral Skills?

Abstract

This research sits within the critical paradigm, taking into account people in their contexts and social equality. The study investigates the views of Thai English teachers (TETs) of one of the critical issues in Thai TESOL, perceived unfairnessof allowing only native English speaking teachers (NESTs) to teach Listening and Speaking courses. From a critical stance, the study finds that TETs are aware of the discrimination that marginalises them. However, the acceptance of the nonnative speaker label does not mean that TETs have completely lost their professional identity. They can see the differences between NESTs and TETs as well as their strengths in teaching Listening and Speaking courses. To some extent, TETs have challenged this current issue. Various interesting aspects regarding the reactions to the perceived unfair policy are revealed. Were TETs treated as equal partners in English language teaching (ELT), they would become more self-confident in their teaching career. Implications from the study contribute various new perspectives including collaborative team teaching by TETs and NESTs, the development of ELT professionals, and creating chances to discuss the issue of inequality in this particular context to better serve professional identity of TETs.