Facts and Fictions of Native Speakerism: Local EFL Teachers’ Experiences and Viewpoints

Abstract

Most literature on native speakerism has criticized its impact especially in English as a foreign language (EFL) contexts where native English-speaking teachers, who are deemed to be more competent and desirable, enjoy more benefits and privileges than their nonnative counterparts. However, recent research has suggested that such assumptions associated with native speakerism may not accurately reflect what is actually happening in EFL school settings. The current study examines Korean English teachers’ views on various dimensions of native speakerism in order to capture the impact of native speakerism as experienced by local English teachers. Data were collected from 37 in-service teachers working in elementary and secondary schools in South Korea via surveys and interviews. The survey results showed negative effects of native speakerism for some constructs; however, the qualitative results revealed that concerns surrounding native speakerisms were not as problematic as one might hypothesize based on the existing literature. The results are discussed with suggestions aimed at alleviating any negative effects of native speakerism in EFL settings.