The recent "hullabaloo" about the standard of English, of teachers and the importance of quality English language learning, while being creditable and necessary, only re-emphasizes the fact that actual goals have been lost in the quagmire of nationalism and prejudice.
Teachers were, as I recall, once credited for their qualities of professionalism, experience and knowledge. The biases of creed, country and culture were outweighed in the scales measuring capability, fluency and dedication! I recall hearing that not every native speaker is a teacher and that not every teacher is a native speaker. In this way we can usher in anyone as "native speakers," irrespective of educational background, experience or fluency in teaching!
Myths and misconceptions, it appears, rule in education as much as they do in everything else. This is unfortunately still the case with people all over the world in spite of proclamations of "globalization" and "technical communications" that have made the world a much smaller place. These myths and misconceptions have influenced adversely the lives of many people and created suspicion and disrespect for mere capabilities, expertise and traditions.
I recall when I was sent to the United States as an exchange student and was surprised to say the least when I was asked if we rode elephants to school and walked around barefoot. I remember answering with "And neither do we live in trees!" I had come to the US from a Bengali medium school where English was taught as a second language but I was soon giving speeches in different places and at community gatherings. I was apparently successful since the locals, if they were being sincere, praised my fluency and expertise. The Seattle Times even asked me to write a few articles. I am writing this to emphasize the fact that the country or medium of education does not affect the expertise or the capability of any learner or educator. Myths and misconceptions, perhaps fuel the fires of misunderstanding and incorrect assumptions lead inevitably to impossible expectations.
I beg to inform those who may not know that English in any country should be taught by qualified professionals who are fluent and proficient in the language. They must also teach as much as possible in English. I have been a teacher of English in the Kingdom for many years in various reputable institutions. English is not my "native tongue" but I believe I have seldom been reminded of the fact, even by the most discriminating guardians. My students, I believe, have been satisfied with what I have managed to do for them. I believe the need of the hour is not so much the "native tongue," but expertise and knowledge plus the ability to get it across to students correctly and with sympathetic understanding.
