It is well known that language learners at all levels can benefit greatly from interacting with native speakers. The opportunity to negotiate meaning while hearing authentic speech often improves listening and speaking skills and increases students' social and cultural knowledge. Interaction with Japanese speakers can also be a major source of motivation (Masgoret, A.-M. & Gardner, R. C. 2003; Mackey, Gass, & McDonough, 2000; M. Long, 1996). During 14 years as a non-native teacher of Japanese at the college level, I have worked with dozens of Japanese in the classroom, while preparing teaching materials, and during co-curricular activities. The native speakers have included paid teaching assistants, graduate students doing research on second language acquisition, international students receiving college credit for their work, regular and occasional volunteers, and many guests who were simply passing through. Their activities have ranged from providing models for handwriting and pronunciation, to correcting homework, to doing pair work and small group conversation practice, to producing and directing plays in Japanese. This paper describes some of the benefits and drawbacks of using native speakers and offers suggestions for using this multiplex method of teaching. It also considers why there is so much interest among Japanese in teaching their language when they are abroad.
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Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition 22, 471-497.
Masgoret, A.-M. & Gardner, R. C. (2003) Attitudes, Motivation, and Second Language Learning: A Meta Analysis of Studies Conducted by Gardner and Associates. Language Learning 53 (1), 123-163. doi: 10.1111/1467-9922.00212