Would-be language teachers everywhere have one thing in
common: they all want some recognition of their professional status and skills,
and a job. The former requirements is obviously important on a personal level,
but it is vital if you are to have any chance of finding work.
Ten years ago, the situation was very different. In virtually every
developing country, and in many developed countries as well, being a native
English speaker was enough to get you employed as an English teacher.
Now employers will only look at teachers who have the knowledge, the
skills and attitudes to teach English effectively. The result of this has been
to raise non-native English teachers to the same status as their native
counterparts(相对应的人)--some- thing they have always deserved but seldom enjoyed.
Non-natives are now happy-- linguistic discrimination(语言上的歧视) is a thing of the
past. As ongoing research project, funded by the University of
Cambridge, asked a sample of teachers, teacher educators and employers in more
than 40 countries whether they regard the native/non-native speakers distinction
as being at all important. "NO" was the answer. As long as candidates could
teach and had the required level of English, it didn’t matter who they were and
where they came from. Thus, a new form of discrimination--this time justified
because it singled out the unqualified--liberated the lingusitically
oppressed(受压迫的). But the Cambridge project did more than just that: it confirmed
that the needs of native and non-native teachers are extremely similar. What is the result of the "new form of discrimination"( Line 5, para. 4 )
【参考答案】
Non-native English teachers have been liberated. / It single......