Language Competence In English Language
English Language Teaching (ELT) in non-English speaking countries aims to improve students’ communicative competence. It is believed that students’ communicative competence is strongly influenced by teachers’ competence. However, the issue about teachers’ competence in English teaching is often mistaken by comparing native and non-native teachers called as ‘native speaker fallacy’; an assumption that native speakers are more competent in demonstrating fluent and appropriate language (Phillipson in Tajeddin and Adeh, 2016, p. 38). The kind of fallacy has created a dichotomy between two groups of teachers. Thus, it is necessary to provide clear definition about native and non-native teachers.
According to Medyes (2001 in Yeh and Wang, 2009,
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(2000). Native and non-native: What can they offer?. ELT Journal, 54(1), 3-11.
Tajino, A., & Walker, L. (1998). Perspectives on team teaching by students and teachers: Exploring foundations for team learning. Language, Cultural, and Curriculum, 11, 113-131.
Tsai, Jui-Min. (2007). Team Teaching and Teachers’ Professional Learning: Case Studies of Collaboration between Foreign and Taiwanese English Teachers in Taiwanese Elementary Schools.
Xu, Li. (2012). The Role of Teachers’ Beliefs in the Language Teaching-Learning Process. Theory and Practice in Language Studies, 2(7), 1397-1402.
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Yook, Cheong Min. (2010). Korean Teachers’ Beliefs about English Language Education and Their Impacts upon the Ministry of Education-Initiated Reforms. Unpublished Dissertation, George State
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