Ravnil Narayan



In this 21st century, English has become an indispensible part of the educational curriculum in Fijian schools. Despite all the efforts being invested and devoted to inculcate the commendable level of English among Fijian learners, the resultant outcome could not produce an acceptable level to relevant authorities, in particular, the ministry of educations expectations. This is especially true in this current era whereby the level of English is deteoriating swiftly. The paper tends to look into the challenges faced by the non-native teachers of English. It further recommends the desired solutions to address the challenges and how learners of this supreme language could further uplift their standard by adapting to the desired strategies. This paper will also investigate the roles of non-native teachers of English and the fallacies that are associated with it. More imperatively, the research will also highlight the dire need for non-native teachers of English to up skill their existing qualifications, so that they are able to realise the true potential of addressing the challenges which they are facing. On the onset, this paper will adopt the TESL theory of communicative learning theory (CLT) to elucidate the vacuum in the field of non-native teachers of English. The findings of the research will undoubtedly help the English sentient people in the field of linguistics and applied linguistics in Fiji’s context.           

Key Words: Native English speaking teachers NEST, Non-native English speaking teachers NNEST, English as a second language ESL, English as a foreign language EFL, Challenges, fallacies.



Native English speaking teachers NEST, Non-native English speaking teachers NNEST, English as a second language ESL, English as a foreign language EFL, Challenges, fallacies.”

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