Native English-speakers' role should be to support local change
A key to educational development is the ability to learn from experience. It was, therefore, disappointing to read about native English-speaking teachers' (NET) disillusionment with a role as agents of change (Education Post, January 29).
The issue was widely discussed in 1988-9 with respect to the first large-scale NET scheme in secondary schools. At that time, it was agreed that it was overambitious for NETs to be designated as agents of change.
NETs can play an important role in supporting changes being implemented by local colleagues, but do not have the necessary status and school connections to initiate sweeping reforms.
A NET entering an unfamiliar environment and making immediate proposals for change is likely to become unpopular and disillusioned. The most successful NETs have been those who have listened, observed and established their reputation before introducing modest changes with those colleagues who are most sympathetic.
The main role of NETs is to support English language development in schools by working with teachers and students. In my view, they are making a substantial contribution in these areas and providing motivation for pupils to use English language as a genuine means of communication.
