Middle East Fund

Introduction:

In this article I will discuss the phenomenon of the use of native English teachers in the Middle East, specifically in the UAE as part of EFL in primary schools. In this discussion, I will examine the reasons beyond this phenomenon. I will also examine the attitudes of teachers of language and non-native teaching English students with the attitudes of parents. Furthermore, I will link "imperialism communicative" (Phillipson, 2006) and the role of media in the context of EFL in the Middle East. Due to the nature of my paper, "reflective self" ( Pennycook, 2001: p. 1) and previous experiences of other countries are required to be present.

ELT UAE has experienced extraordinary revolution in the past 6 years. My interest in this matter was raised with the simultaneous appearance of a new type of schools that are gradually replacing regular public schools in the UAE. This type is called (Al-Ghad schools) which literally means the schools of tomorrow "in Arabic. It shows clearly the main purpose of these schools is to produce more sophisticated, moderate and competitive students. The vision of the Ministry of Education and youth in the United Arab Emirates said they are "having a new generation that is more capable of the English language and its vocabulary and grammar, in other words" we we need a generation who speak English as their mother tongue ", so to achieve this, teachers who" have a better control of fluid, idiomatic language forms correctly, are better informed about the cultural connotations language "(Braine, 1999: p. xiv) are required. To make this vision alive, many native English teachers has been introduced from areas such as" North America, Great Britain, New Zealand and Australia, which claims ownership of English "(Canagarajah, 1999: p.79). In addition, to support this vision, some authoritative sources within the Government claims that this new method Education is the best teacher of English that enables students to acquire the language easily and smoothly. Schutz (2007) cites Krashen (1987), estimates that every language acquisition requires meaningful interaction in the target language ( natural communication) Thus, the acquisition of language does not require the extensive use of conscious grammatical rules, because the students grow up learning the language as it is something very natural in their lives without an effort , especially at the beginning of their lives. In addition, Boyle (1997) shows that language teachers have a range of advantages over non-native speaker teachers, because (one English) from birth and developed by its Life as a main language, which was used in life (b) the intricacies of grammar are learned by instinct and can be used with speed and safety (c) native English speakers engaged with other native speakers of English as something natural in its social context, then he / she uses the language as long as the dominant language, it is preferable to use the native English teachers to teach their mother tongue. Moreover, McNeill (1994) in his study on the characteristics of native-speaking teachers and non-native English argues that language teachers have the advantage when it comes to language learners' needs. It is appropriate to emphasize here the government is to replace teachers with non-native speaker teachers of English language gradually to give their students the opportunity to have conversations with teachers in English and only English.

On the other hand, Al-segair (2007) who works as a teacher at a prestigious university in the Middle East shows that.