When using an authentic audio or video it is important to use only ‘native speakers'.

When using an authentic audio or video it is important to use only ‘native speakers'. Do you agree or disagree? Give reasons.

Depending on the level of our students, I would use native speakers with beginners, as they need a basis on which to start building their knowledge and reference of language sounds. Moving to the upper levels they can gradually be exposed to nonnative varieties to get to recognise the language through different accents and come to know the cultural varieties that connect to these differences.

I would like to shere here here in this discussion a video I encountered in an attempt to expose my students to...

I would like to shere here here in this discussion a video I encountered in an attempt to expose my students to different accents. I think that what is more important when teaching any language is give students the opportunity to dive into sounds. It is a way to enhance the cultural elemants connected with a language and provide them with the chance to create language identity.
https://www.youtube.com/watch?v=R_C4PDSfQJA
https://www.youtube.com/watch?v=R_C4PDSfQJA

I think that when using audio or video it is important to include both native and non native speakers.

I think that when using audio or video it is important to include both native and non native speakers. This is very important to familiarise students with different accents since non native speakers outnumber natives speakers.
Based on my own experience teaching exam classes, many EAP and exam coursebooks are starting to include many non native speakers in their recordings and DVDs. The aim is to prepare students for university where they are going to encounter non native teachers and students and where the only medium of communication is English

I would use recordings of speakers with English as a second language.

I would use recordings of speakers with English as a second language. This reflects the reality that English is a lingua franca. However, when selecting any materials I think the accent, the clarity and the correctness of the language used need to be considered in relation to the students and their needs. This does not exclude non-native speakers.

When using an authentic audio or video it is important to use only ‘native speakers'.

When using an authentic audio or video it is important to use only ‘native speakers'. Do you agree or disagree? Give reasons.

I would agree partially. I believe for Beginners if you start with the authentic material and it is difficult for them to process it, they may lose interest. For Beginners, non-native or clear English with some parts that are more simple is a good place to start. For example, if I have students with no background in English and if I immediately ask them to watch an English movie or a series they will get back to me with the comment that it was all Greek to them. So then I ask them to watch their home news channels in English. Once they are able to get the gist of what is being said, I can then wean them off these temporary support material. For advanced learners, I feel authentic material just adds to what they already know. They can emulate the speech and know what phrases to use while speaking. The nuanced parts of speech can be learnt by advanced learners just by watching native speakers speak.

When using an authentic audio or video it is important to use only ‘native speakers'.

When using an authentic audio or video it is important to use only ‘native speakers'. Do you agree or disagree? Give reasons.


Some years ago, I would say that it was important, but now I always consider using non-native audio and video, as students need to be in contact with all the "Englishes" used and spoken around the world.

Before, I would use just British and American English, and sometimes a native speaker from Scotland or Australia.

Now, I´ve been studying the Lingua Franca concept and the more variety we have, the better.

When using an authentic audio or video it is important to use only ‘native speakers’.

When using an authentic audio or video it is important to use only ‘native speakers’.

I think that the presence of both native and non-native speakers is highly important. English learners should be exposed to a range of English varieties as this would enable them to communicate and exchange ideas with people living in various EFL settings. Also, from what I have experienced so far, students love this variety and they get excited when they listen to an accent other than the one they have listened to before.

I'm very late to the discussion and many of you here have made very interesting points.

I'm very late to the discussion and many of you here have made very interesting points. Many of you have made a good point by stating that nonnative speakers have outnumbered native speakers; to which I'd like to add that the English language, like any other social construct, is not a fixed and/or homogeneous entity. A large percentage of native speakers, like non-native speakers, are exposed to different accents and dialects, on a daily basis, which increases the chances of language contamination. This makes me wonder: what qualities do we look for in a native-speaker's text? Are they always present if the native factor is? Are these same qualities exclusive to native speakers?

I still think, for that reason, that context is key. For instance, I know that my A1 students have trouble understanding non-native speakers with pronounced accents, and notice that they have less difficulties recognising sounds when 'standard' English is spoken. Hence, because it's familiar to them, native-speakers' English becomes preferable.

As mentioned before, in the discussion, it also depends on where, when, and with whom students are going to use the language. If they're more likely to come across English spoken by non-native speakers, then it would be more useful to expose them to the same variety of English. The opposite also applies.

Long story short, I think that it's hard to define what we mean by English spoken by a native-speaker; and even if we do, the materials we use should be chosen with the students' needs in mind.

Again, apologies for the delay.

Again, apologies for the delay. I also agree that English is becoming increasingly global, or -rather, the "Global English" variety is what we are increasingly asked to teach, so in this respect it makes sense to adapt materials to the context we teach in and expose students to the relevant variety of accents. As a non native speaker (with a native-like accent) I have found myself in more than an awkward situation where it was difficult to understand and make myself understood to other non-native speakers precisely because my accent was too native-like and my vocabulary too complex...food for thought: do we really need to encourage native-like standards? It really depends on the context and needs of our students

An interesting read relevant to our discussion (posted on fb by Linda Steyne, a colleague based in Bratislava, a few...

An interesting read relevant to our discussion (posted on fb by Linda Steyne, a colleague based in Bratislava, a few days ago).

An excerpt to get you curious: "English is a global language with many native and nonnative varieties. Worldwide, nonnative speakers of English outnumber natives by a ratio of three to one. Even in the United States, which has the largest population of native English speakers, there are, according to one estimate, nearly 50 million speakers of English as a second language. What does it even mean to sound native when so many English speakers are second-language speakers? Unless you are an embedded spy like the Jenningses ['The Americans'], it is counterproductive to hold nativelike pronunciation as the bar you have to clear."

https://www.nytimes.com/2018/07/14/opinion/sunday/everyone-has-an-accent.html

I think that students should be exposed to various sources of input coming from both native and non-native speakers.

I think that students should be exposed to various sources of input coming from both native and non-native speakers. I think that people who study English around the world are more likely to interact with non-native speakers who have also learned English through similar processes.

Native speakerism is still a heating debate in the EFL setting where I work.

Native speakerism is still a heating debate in the EFL setting where I work. Though most practitioners here are NNESTs, there is still an entrenched belief that authentic materials are those developed by native speakers originally for a native speaking audience. This is particularly felt when it comes to audio materials with a discrepancy between teachers' preferences for British English vs students' penchant for the American one. However, this constitutes a restricting factor in terms of being exposed to different Englishes as well as finding quality materials suitable for achieving the pedagogical objectives set by the teacher.

I believe it is essential to expose students to non-native speakers of English in authentic audio and video...

I believe it is essential to expose students to non-native speakers of English in authentic audio and video materials. As Andreas said, English is spoken by millions of NNS, which means students will eventually - if not very often - communicate with people whose first language is not English.

I always find the term ‘native speakers’ interesting.

I always find the term ‘native speakers’ interesting. Who are we referring to? By definition, native speakers are those who speak a language from early childhood. In the world of Englishes, many children are born with English as their first language or mother tongue. So, are those who speak Fingilish for instance considered as native speakers of English?

Nevertheless, I disagree with the idea of only using ‘native speakers’ materials in lessons. Besides that educators should make aware that there are different Englishes in the world, they should also instil a sense of respect towards those who are still struggling with English (as English might be their second/third/foreign language). There are always cases that students tend to look down on people who are of lower proficiency. Rather than trying to understand them, some might just shut them off.

I can see a number of comments on the discussion we were assigned for week 2.

I can see a number of comments on the discussion we were assigned for week 2. I have had an awfully hectic week and so I'd like to add my comment now. As a teacher in the classroom, I have used recorded material from native speakers and also from non-native sources. The variety, I think, is important. Sometimes we teach 'call center agents' and we need to get them comfortable with understanding the person they have called in an English speaking country. Our client also needs us to train their representatives on accents other than 'native' speaker accents. so we use both.

As far as 'storytelling' with adult learners is concerned, I use whatever is available - native or non-native. This is usually done as a public speaking skill or as social English so I use whatever is available.

Sometimes I deliberately get a piece of text that is grossly incomprehensible, and work with students to try and make sense from it with whatever they hear and then ask questions of all kinds - yes/no, information and question tags.

I personally believe all material is good material and we can use whatever we have in the best way that we can.

When using an authentic audio or video it is important to use only ‘native speakers’.

When using an authentic audio or video it is important to use only ‘native speakers’. Do you agree or disagree? Give reasons.

I'd like to echo what Gareth said about "making an informed choice." If students specifically request native materials and provide legitimate reasons for this motivation, I don't have any problem honoring that. For example, I work with a lot of students who need to master a specific accent because it improves their legitimacy in the workplace. It is a shame that we have these prejudices towards accents but as that is a reality that can't be changed overnight, I need to help them perform in their current environment.

However, in my personal opinion, if we want the use of English to reflect its real-world use, then students should be exposed to both native and non-native speakers. "Right" and "wrong" ways of speaking the lingua franca is a very deep rabbit hole and is very often used unfairly as a weapon in social situations.

Hi everyone

Hi everyone,

Sorry I haven't been active in the discussions but I've had a couple of hectic weeks. Anyway, regarding the week's discussion question
When using an authentic audio or video it is important to use only ‘native speakers’. Do you agree or disagree? Give reasons.
I think it depends on the lesson's aim, if the aim is teaching pronunciation then, arguably, native speakers should be used. But if it's to create an opportunity for learners to get exposed to the language then authentic English should be used but not necessarily native speakers.
'Native speakers' is such a broad term, there's no accent more native than another.
Authentic audio should include English that is used in real life and create the opportunity for the learners to practise the language in a real context.

When using an authentic audio or video it is important to use only ‘native speakers’.

When using an authentic audio or video it is important to use only ‘native speakers’. Do you agree or disagree? Give reasons.

Like most most people here, I disagree. In the case of the English language, there is no necessary link between "authentic" and "native speaker".

English learners will need to practice and prepare for how they will encounter the language in the real world – in most cases this will often involve communicating with non-native English speakers.

It is also important to remember however that there might well be some learners who (for whatever reason) want to use materials featuring only 'native English'. Where and when possible it is important to listen to those learners and reflect their wishes, as long as they are making an informed choice.

To me, the assumption that authentic materials are those made by and for native speakers is erroneous.

To me, the assumption that authentic materials are those made by and for native speakers is erroneous. I would argue that any artifact of language production should be considered authentic. The intention of communicating ideas is what makes something authentic or not.

The power of the native speaker comes up because we are always concerned about what is "proper" or "correct" language. We look to native speakers to set the standard for this. As we all know, however, native speakers are neither the majority when it comes to English users nor English teachers. Additionally, there is no monolithic "native speaker" standard to refer to.

Out of our need to be inclusive, ESL/EFL professionals have adopted the phrases "English as a Lingua Franca" and "World Englishes." I find these concepts still a little too stratified, cordoning off different users into sub-groups based on their location at birth. It takes the criteria of where you were born, originally used to decide "native-ness," and simply applies it to others as a way to systematize "non-nativeness."

To apply these criteria to materials in order to discern their "authenticity" drags into the classroom identity politics that, in many cases, can hinder the breadth of learning opportunities for students.

When using an authentic audio or video it is important to use only ‘native speakers’.

When using an authentic audio or video it is important to use only ‘native speakers’.

Do you agree or disagree? Give reasons.

I can say that I disagree. Totally.

One of the little illuminating moments happened when some time ago I came across a Ukrainian youtuber who lives in Poland and talks about this country in Polish. I watched some of his videos and I enjoyed them immensely.

His material is authentic and it provides really interesting content. Does he have an accent? Yes, he does. Does he make mistakes? Yes, he does. But what he says is more important.

Do we need models in the form of so-called 'native speakers'? Of course, we do. Do we have to remember that we will also communicate with people for whom English is not L1? Of course, we do.

And if we decided that it is 'native speakers' only in audios and videos, we should be consistent and ban 'non-natives' from the classroom. Do we want this to happen?