Richards, J. C. (2001). Curriculum development in language teaching. CUP. pp. 90-111.
ch. 4 Situation Analysis
Among the factors of situation analysis, I am interested in both 'teacher factors' and 'institutional factors'. A foreign language teacher is, in nature, a learner and instructor of that foreign tongue. Even though (s)he may be behind a native teacher from the perspective of proficiency, (s)he will be attentive to the differences between two languages. All the more, if it is an EFL setting under which teacher and students share same mother tongue, the keen awareness of discrepancies between two languages is a good standpoint why a nonnative foreign language teacher is needed.
Strict request of 'institutional factors' may decrease the motivation of a teacher. In general, language institutes are result-oriented such as taking exams, seeking a job. The aim of language learning can not simply be practical like high score in an exam. Nowadays, communicative education of foreign lagnuage is also exagerated too much. It is often neglected that a language can open a new world inside an individual's mind, regradless of whatever outer world is.
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I share the same opinion as you about the teacher factor. Korean parents have the tendency to respect and like native language teachers more than Korean teachers. But, I strongly believe that English proficiency itself cannot determine the quality of teacher.
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