Abstract
This article reports on a case study that explores the views of four EFL program administrators of a university located in central China about the hiring and workplace situations of foreign English teachers. It was found that the administrators as a whole buy into the conventional pro-nativeness ideology with regard to hiring foreign English teachers, though one of them displays critical awareness to some extent. The four administrators, except one, consider it natural and reasonable to grant more favor to foreign English teachers in payment and workload, and fail to see an academic apartheid for foreign teachers in relation to teaching task allocation and engagement in academic activities. All these findings suggest the continuity and tenacity of native speakerism among most ELT administrators, in addition to critical awareness on the part of some administrators. Moreover, this study proposes that native speakerism should be seen as an ideology against both NESTs and NNESTs, though the former still enjoy more privileges.
  
Highlights
Native speakerism as a pro-nativeness ideology (Holliday, 2005) has been vibrating in all sectors of English language teaching (ELT)
Results presented above demonstrate a mixed mentality of the four administrators with regard to the hiring and workplace situations of foreign English teachers at a university located in central China
This article reports on a small-scale study that explores the viewpoints of four ELT program administrators on the hiring and workplace situations of foreign English teachers at a university located in central China
Summary
Native speakerism as a pro-nativeness ideology (Holliday, 2005) has been vibrating in all sectors of English language teaching (ELT). With regard to the views of ELT administrators in Outer and Expanding Circle countries (Kachru, 1985), studies are even rare. It can be inferred from the predominant pro-nativeness, inter alia pro-Whiteness discourses in foreign English teacher recruitment advertisements of those countries (e.g., Mahboob & Golden, 2013; Rivers & Ross, 2013; Ruecker & Ives, 2015; Selvi, 2010) that ELT administrators there buy into native speakerism, as it is they who often enact hiring policies and/or make hiring decisions. Kiczkowiak (2020) extended the scope of the aforementioned studies by elt.ccsenet.org
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