The CATESOL Journal

The discussion on differences between native and nonnative English-speaking teachers constitutes a complex issue, involving linguistic, sociocultural, and pedagogical aspects of language teaching. The present paper seeks to uncover the myths of the native and nonnative dichotomy and make a realistic assessment of how teachers of two different backgrounds can contribute to quality teaching. It first attempts to define each category, revealing a rather blurry and artificial boundary between the native and nonnative groups. Second, the prevalence of the native speaker model in L2 education is recognized. Following that is an analysis of the pros and cons of English instruction by native and nonnative English-speaking teachers. The discussion concludes with a presentation of collaborative teaching as an innovative pedagogy that can maximize the benefits of the native and nonnative differences.