What racial identity do you need in order to be considered a competent English language teacher? This question may seem absurd because race seemingly has nothing to do with one’s ability in English language teaching (ELT). However, in a small study examining the experiences of 10 teachers of colour looking for work in various private language schools in Toronto, Canada (see Ramjattan, 2015), I found that these teachers came to understand from employers that being white meant that one was better qualified to teach English. Therefore, the opposite message was that people of colour lacked the competence to teach the language.
These employer sentiments do not exist in a vacuum. Rather, they should be seen as ongoing manifestations of racist, Continue Reading →
Our small university in northern New England has a 60-year tradition of preparing students to teach English in the USA and around the world. For several decades, Communicative Language Teaching (CLT) has been our stated approach, while we acknowledge that the term itself is rather loosely defined and is perhaps best seen as a methodological umbrella that reflects several key cognitive, affective, and linguistic principles such as student-centered instruction, relevant and comprehensible input, balancing accuracy with fluency, and integration of productive and receptive skills. The CLT approach has allowed for flexibility of teacher styles and adjustments to the perceived needs of our students, both native (NS) and non-native (NNS) English speakers. However, in recent years we have realized that those needs are shifting in a direction that claims English as an International Language, Continue Reading →