**** ETNI on the web http://www.etni.org.il http://www.etni.org **** Recently I read a wonderful book. It was an autobiographical account written by a man who was born in a remote Chinese village who went on to study English at a university in Bejing. Eventually, he not only mastered English, but - a few years after he moved to America, he wrote a wonderful book. ( I forget the name of the book, but I remember that it had the word "river" in it.) This man clearly mastered the English language to the extent that he has become an author in addition to being a teacher. How much more competence could one expect from an English teacher. Now, it may be that the number of people who acquire native-like proficiency in a language that is not their first language is small, but they do exist. I'm with those who demand native-like proficiency. As to accents, I certainly don't see a heavy accent as a reason to quit the English teaching profession. Firstly, I don't see why an Israeli accent is any worse than other heavily accented versions of English - such as a strong Southern Accent (y'all) or a strong Scottish accent, a strong Australian accent, etc. (And people from those areas would probably find an American accent strange to their ear.) My only reservation is that one who teaches English should make an effort to learn to make distinctions between the various vowel sounds; for example, students must hear that "ship" and "sheep" are not pronounced the same way. Similarly, teachers whose native tongue is Arabic should try to learn to pronoun those consonants that do not exist in Arabic (like "p"). In the event that a teacher is unable to make these sounds (which is possible, because we can't always learn to make sounds that we were not exposed to in our formative years), students should be exposed to taped material, radio and television broadcasts so that they can get to hear these sounds. Yours, Sharon Tzur ##### To send a message to the ETNI list email: etni@xxxxxxxxxxxxx ##### ##### Send queries and questions to: ask@xxxxxxxx #####