Nests vs. non-nests

Are non- native English speaking teachers better than native teachers?
Being a non-native English speaking teacher has always been a debated issue in countries where English is accepted as the most important international language of communication and where it is taught as a foreign language. The dichotomy in English Language Teaching (ELT) between the native speaker and non-native speakerhas always been controversial (Medgyes, 1992) but the whole issue might depend on the particular teacher and the teaching situation. This paper is aimed to reflect upon the factors that may make a non-Native English speaking teacher (non-NEST) a competent teacher in the target language in terms of professional expertise, pedagogical training and cultural affinity.
Firstly, a non-nativeEnglish speaking teacher (non-NEST) might be superior to some native speakers on the grounds of grammar. The native speaker may know what is correct, but may be unable to explain the grammatical rules; he or she may fail to produce rules of grammar without study or thought (Medgyes, 1996). Non-Nests may be more aware of the rules and might know how rules work as they have been learners themselves.Native English speaker teachers have better intuitions about what is right and wrong in language use, whereas non-native teachers have deeper insights into what is easy and difficult in the learning process (Medgyes, 1992). Non-native English speaking teachers are particularly strong on English grammar since in their own learning of English this was emphasized (Lee, 2000).
Secondly, experiencehas shown that a properly trained non-native English speaking teacher with a good command of English can teach the subject just as competently as a native speaker (Braine, 2004). The non-native speaker trained in ESL

(English as a Second Language) /EFL (English as a Foreign Language) is probably a better teacher of English than a native speaker who is hardly trained and who might be a poorpedagogue (Kachru, 1986). Although it may be agreed that the NEST is better qualified in terms of language proficiency, he or she might no longer be a better teacher than the non-NEST. Also, non-NESTs may teach language learning strategies more effectively as they have been trained on the field. It has been clearly stated (Lee, 2000; Seidlhofer, 1999) that non-NESTs are in a better position to teach aforeign language than NESTs, as the latter have not experienced the process of learning the language in the same manner as their students will. Qualified and trained non-NESTs may contribute in meaningful ways to the field of English language education by virtue of their experience as English language learners and their training experience as teachers (Braine, 1999).
Thirdly, it may bestated that linguistic and cultural affinity with the students often favour the non-native speaker (Davies, 1991:165). Unlike many native speakers of English, the non-native speaker teacher is often bilingual or multilingual (Rampton, 1990). He or she probably knows the students’ native language and culture, and can easily appreciate their problems of language transfer and cultural alienation. Withthis linguistic and cultural advantage, he or she may be able to get closer to students than the native speaker teacher (Canagarajah, 1996; Phillipson, 1992). Bilingual/bicultural teachers may be in a position to enrich the process of learning by using the mother tongue as a resource, and then, by using the L1 culture, they can facilitate the progress
of their students. Atkinson (1987, cited inProdromou 1992) suggests “a careful, limited use of L1” to keep students get the maximum benefit from certain activities (p.43) Phillipson (1996) considers non-NESTs to be potentially the ideal ESL teachers because

they have gone through the process of acquiring English. They have first had experience in learning and using a second language and their personal experience has sensitized them to...