English Australia Journal : English Australia Journal 28.1
Volume 28 No 1 41 English Australia Journal to change to another class which was taught by a native speaking teacher. (Teacher H) Teacher B from Brazil said that he personally has never experienced prejudice from students, and suggested it may be because he looks Caucasian. However, he observed that in Australia, Asian NNESTs are at times not so well accepted as English teachers possibly due to the large numbers of overseas students in Australia who are from Asia and who expect a native English-speaking teacher. Teacher P stated that students just assume she is Australian because she is blonde with blue eyes; however, she usually tells students she is originally from Poland because she is proud of being Polish. Ellis (2005) observes that until recently the majority of TESOL teachers have been native English speakers, and being monolingual is considered a norm in English-speaking Australia. The administrators’ preference for native English-speaking teachers was articulated by four participants, two of whom have been directors of ELICOS colleges. Teacher P pointed out that most ELICOS providers are private profit-making institutions, which are both commercialised and business-oriented. In some cases NNESTs were told by their school director to conceal their identities. This instruction came from the marketing staff, who believed this would assist the school to get business and remain competitive in the field. Marketing staff usually advertise native English-speaking teachers as a college asset to both attract international students and fulfil student expectations. Teacher Ir from Iran revealed that he was told by the school director to hide his origin at the beginning of his teaching career in Australia. Later, after he believed that he had established his credibility, he felt that he no longer had to hide his non-native speaker identity as he felt he was actually welcomed and well received by students. Findings relevant to research question 3: Adjustments and adaptations Table 3, on the following page, summarises the adjustments these NNEST informants believed they had made to adapt to their present ELICOS teaching context in Australia.
English Australia Journal 27.2
English Australia Journal 28.2