An ideal teacher

English is now spreading to almost every part of the world. According to McKay (2002), there are more non-native speakers than native speakers of English worldwide. Kachru (1996) also states that “there are now at least four non-native speakers of English for every native speaker” (p. 241). That means learning English plays an important role in different contexts, especially in the Outer and Expanding Circle countries where English is taught and used as a second or foreign language (Kachru, 1986, cited in Xiaoqionga & Xianxing, 2011). The question arising from this current situation is: Who is an ideal teacher for English language learners, native or non-native teachers?
According to Phillipson (1992a), native speakers are often perceived as ideal teachers as they possess several characteristics. First, they can speak fluently and naturally because English is their first language. Also, they have a sound knowledge and understanding of the relationship between the language and its culture. Finally, native speakers are capable of judging whether English utterances are grammatically acceptable or not. This perception, however, leads to the unequal treatment between native and non-native English teachers. According to Mckay (2000) and Medgyes (2006), many qualified non-native teachers are not offered jobs due to the fact that English is not their first language. In addition to this common belief about the native speakers’ characteristics which were mentioned,