Abstract
This article critically analyses how the construct of non-native English-speaking teachers’ (NNESTs) professional identity has evolved in the context of binary logic and power relations. From a socio-historical point of view, colonial origin of English language teaching and native speaker ideology have been identified as prominent discursive influences of NNESTs’ professional identity. Although influenced by (post)colonial discourses, research into NNESTs’ professional identity is now veering off to a new direction that questions the binary logic and explores experiences beyond the boundary between the native self and the non-native other. This paper argues that nativeness and non-nativeness are not mutually exclusive and objective categories for NNESTs’ professional identity. Their identity is rather subject to constant innovation and plasticity. Beyond the critical analysis of the native speaker construct, the paper proposes a professional conceptualisation of a hybrid professional identity of NNESTs in a third space of reflection, enunciation and productive articulation.
Highlights
Before migrating to Australia, I would view the function of English as pragmatic, neutral and natural
This paper argues that nativeness and non-nativeness are not mutually exclusive and objective categories for non-native English-speaking teachers’ (NNESTs)’ professional identity
More than a decade ago, when I migrated to Australia and was looking for a job in the English as a Second Language (ESL) field, I realised the need for a critical perspective on the Teaching English as a Second Language (TESOL) field
Summary
Before migrating to Australia, I would view the function of English as pragmatic, neutral and natural. A handful jobs advertisements of ESL job, which did not have the criterion, I applied for resulted in non-response from the recruiters as the hiring and workplace practices is severely influenced by the native speaker (NS) construct (Braine, 1999; Clark & Paran, 2007; Flynn & Gulikers, 2001; Mahboob & Golden, 2013; Selvi, 2010). In October 1946, it set up English language teaching professional standards and the first academic journal - ELT Journal - to promote English and its widespread practices (Phillipson, 1992a) This project has been amplified by other practices, ranging from the “discourses of pre-Second World War ‘cultural propaganda’ through the post-war discourses on English language teaching as ‘development aid’, to the more recent understanding of English as a ‘global commodity’” It is running English language teaching, examinations and assessment business worldwide (Phillipson, 2016), which perpetuates the inequality in the global context of ELT
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