ELT: The native speakers burden?

By Robert Phillipson I think, this article talks about who have more claims, English or ELT, but this highly questionable as a general principle in educational language planning. It is a dubious assumptions in relation to many specific issues. If we place to analize such arguments, you can see the factors that determinate desicions to promote a particular pedagogical approach and a analysis of the arguments in their historical contexts. Inflated claims about English language: can be analized as relation to three supposed attributes of the language: the intrinsec, the natural of a language, the English as to no particular, social, political, economic or religious system, not a specific racial or culture groups. Other is the extrinsec resources associated with a language, this arguments tend to ignore the structural power which accounts for the previleged position of some languages. or they refer to the uses to which a language may be put ( English as leading to technological advance, prosperity or national unity) Argument used in marketing ELT: the article concentrate on claims of second type because that arguments is used in marketing and they know best what is important in the language teaching of tomorrow: the active and creative language use in everyday comunication. And this arguments are eminet scholars who are well placed to influence the change of the structure of European and Global Linguistic. The notion that the ideal teacher as a native speaker of a language is that he depends only of a monolingual pedagogy; this is the hallmark in britain: the adult education field and the colonize education systems whose objective was to reproduce the teaching of English as a mother tongue in the metropolis. The native speaker ideal: this paragraph happened when language teaching was indistinguishable from culture teaching. In there all learners of English were assumed to be familiarizing themselves with the culture English. The native-speaker-teacher ideal has stayed as a central part of the knowledge that the culture has gained over a long period of time. Are non- native speakers better qualified?: as a general principle that non-native teachers may in fact be better qualified than native speakers , if they have gone through the complex process of acquiring requirements for a language teacher in such contexts. A dobious export: in this part we can see how the arguments have influenced policy. What is also highly dobious is exportable to contexts with different cultures, linguistics, and pedagogic universes.