The profession of English as a second/foreign language does not seem to fully accept non-native English-speaking teachers (NNESTs) in the profession and questions the potential benefits they possess when compared to native English-speaking teachers (NESTs). This essay will focus on a number of characteristics or advantages that NNESTs bring to English as a foreign or second language (ESL/EFL) classrooms. There is a strong case for the presence of NNESTs in the profession. Five advantages are (a) firsthand experience, (b) patience and understanding, (c) multicultural understanding, (d) a living model, (e) ease of identification through similar experiences, and (f) better insight into the structure and use of the language. These attributes are not inclusive of all major characteristics of NNESTs, but they are the most important. This essay focuses on well trained NNESTS as opposed to untrained NESTs.

One of the most important attributes that NNESTs possess is that they have experienced firsthand what current English learners are going through. Thus, NNESTs are more able to fully understand the potential problems that English learners may confront. Additionally, NNESTs are expected to exploit this successful learning experience to inform their teaching and guide their students to the use of more effective learning strategies. Another characteristic is that NNESTs have a higher degree of patience with learners. They are more tolerant of the mistakes that English learners may make and are also more appreciative of the slow process of becoming acquainted with the English language. This is partly because they may have made similar mistakes when learning English. On the other hand, NESTs may find it difficult accepting that their students are having trouble with a structure or a word that to them may seem easy and obvious.

A further advantage is drawn from the belief that a non-native teacher brings to an ESL class an understanding of a culture other than the mainstream American or English culture. This will enable him or her to be more appreciative of the various cultures present in any ESL/EFL classroom and ease the students into appreciating and understanding the culture of countries other than their own.

An additional peculiarity is the following argument: NNESTs frequently make grammatical and pronunciation mistakes. Consequently, they are not in as strong a position to model the language perfectly. By contract, NESTs never make such mistakes; thus, they are the best models of the English language and the only ones who should be allowed to teach English. However, a close look at this argument will show that it is not sound. Language educators and practitioners do not expect NNESTs to be at the same level as NESTs on all aspects of language. Therefore, the presence of an English teacher who makes an occasional grammatical, structural, or pronunciation error is an advantage because learners will see an imperfect living role model of English teaching whose English ability is within their grasp. In other words, learners will come to the conclusion that if they work hard in studying English, they will become like their teachers.

One more advantage is that NNESTs are easy to identify with. NNESTs create an easy rapport with English learners. Similarly, learners view their NNESTs as one of them. This will increase the students’ motivation to learn English. Thus, when learners pass through times when they feel that learning English is difficult or that they will never get it, they find NNESTs who remind them that learning English can indeed be accomplished.

A final advantage is that NNESTS have better insight into the structure and use of the language than do NESTs. This aspect is important in the process of learning English, and the teacher’s grasp of it will assure or lead to a well-trained and effective English teacher. Reports from the fields show that NNESTs exceed native English speaking teachers simply because they study or learn the language formally whereas NESTs acquire it naturally. Over the course of their learning experience, they have learned the tense system, use of articles and two-word verbs, as well as other aspects.

Thus, NNESTs have many advantages that can be exploited to teach English. Yet the field is wide open to include both NESTs and NNESTs. Efforts should be made to create an environment that will allow more collaboration between both types of teachers. The issue is not whether non-native English speakers should be allowed to teach English, but rather how we can best utilize the services of non-native teachers in ESL classroom. Finding a mechanism to make the most of the skills of both NNESTs and NESTs will lead to more effective English language learning all over the world.