#IATEFL2017 – Stopping the buck

The interviews with Andy Hockley 1 and Marek Kiczkowiak 2 discuss the issue of native speakerism –

a pervasive ideology within ELT, characterized by the belief that ‘native-speaker’ teachers represent a ‘Western culture’ from which spring the ideals both of the English language and of English language teaching methodology3.

Marek Kiczkowiak who campaigns on this via TeflEquity Advocates 4 responded to the interviewer’s question of the reception of his pre-conference talk to academic managers and directors of studies (DOS’s):

Most of those DOS’s that came here today are very supportive of non-native speakers, they are interested in equal opportunities but they do find that very often that their hands are tied. Because sometimes the way agents sell the courses to the students who then come to the UK to their school is very different to what their school offers. The school offers a very diverse staffroom but the way the agents have sold the course is that they will have the class with your typical white western looking native speaker.” (my emphasis)

I was surprised that Marek accepted what he has called in the past the TEFL blame game 5 – native speakerism is due to market demand, what students and parents want. If we look at the issue of agents we could point out that a lot of the major schools have an agent procedure. So these big schools could apply positive pressure to what their agents sell. Similarly the British Council who accredit language schools can also play a big part, since agents often only work with BC accredited schools.

The systemic bias that is evident in the current setup of ELT has to be examined alongside the individual bias. Some glimpses of this systemic or structural bias are seen in the interview with Andy Hockley. Initially individual biases are mentioned, for example:

hire ethically, don’t have biases
people who come to this conference are not among the most biased
the majority of those who come to the conference are converted let’s call it
in smaller schools, in smaller places there is this unconscious bias that native speakers are better than non-native speakers

Andy Hockley then mentions his research on academic managers where “increasingly educational organizations are merging, are becoming bigger and more corporate”. Managers complain “they have to do so much corporate number stuff, kpi’s and all these things, they don’t have time to focus on education”.

KPIs are organizational metrics called key performance indicators, which have been critiqued as performativity i.e. “indicators of quality that are taken as definitions of quality”. 6 Andy makes this point when he says “people read data with their own biases in the first place so the data is not really relevant” and “I don’t think, at least so far, that the data is telling us much about what is going on in the classroom”.

Here the organizational reasons, the managers who talked to Andy gave, show the nature of the challenge for TEFL Equity Advocates and other groups such as TaWSIG 7 to organize for fairer and more equitable working conditions.

So let’s stop passing the buck and start hitting it.


  1. IATEFL 2017 Andy Hockley interview:

2. IATEFL 2017 Marek Kiczkowiak interview:

3. Holliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385-387. [https://academic.oup.com/eltj/article/60/4/385/499514/Native-speakerism]

4. TEFL Equity Advocates [https://teflreflections.wordpress.com/]

5. The TEFL blame game continued [https://teflreflections.wordpress.com/2015/02/21/the-tefl-blame-game-continued/]

6. Biesta, G. (2015). Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 1-16. [http://bura.brunel.ac.uk/handle/2438/11141]

7. TaWSIG [http://teachersasworkers.org]