Native English-speaking Teachers Research Articles

What exactly are NESTs in Thailand?: Understanding among Thai Students Regarding the Concept of ‘Native English Speaking Teachers’ in EFL Classrooms

In Thailand, where students encounter both Native English-Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs)—with a significant portion of NNESTs being Thai and Filipino—a gap exists in understanding how Thai students interpret the terms Native English Speakers (NESs) and NESTs. This study aimed to explore this understanding among 279 Thai undergraduate students majoring in English, ranging from 1st to 4th year, focusing on their perceptions of countries considered as NES nations and using Kachru’s (1985) Three Concentric Model as a framework. It examined the relationship between students’ educational backgrounds and comprehension of these terms, as well as their expectations and experiences with NESTs and NNESTs. Data were collected via a mixed-methods approach, encompassing questionnaires and semi-structured group interviews, and analyzed using SPSS for statistical measures and AntConc for frequency analysis of questionnaire responses. Interview recordings were transcribed and analyzed for emerging themes. Key findings included that students identified countries from Kachru’s outer and expanding circles as NES nations, in addition to commonly recognized ones such as the US and the UK. The study highlighted a correlation between the students’ four-year education and their broader understanding of English. Moreover, this research found that students judge NESTs by their teaching skills and education quality rather than origin. This study underscores the importance of examining participants’ preconceptions of NESs and NESTs to enhance the accuracy of future research. It also suggests potential for further research, such as comparative studies with participants in NES countries.

Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency

In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment in claiming identities as competent educators. Therefore, it is crucial to facilitate English teachers (especially NNESTs) to practice agency to (re)negotiate identities to move beyond native-speaker ideologies. Framed by positioning theory, this study investigates how 12 in-service English teachers worldwide exercised agency to (re)negotiate positions throughout an innovative identity-based intervention. The intervention, implemented in three online sessions across six weeks, instigated participants’ identity reflections based on three themes: theories, pedagogy and power. Each session comprised one online seminar and one self-reflective written task. Drawing on data from the intervention and pre- and post-intervention interviews, our findings yielded three distinct identity negotiation patterns, namely active, tentative and reluctant repositioning. Participants of each pattern presented unique combinations of repositioning acts, including resisting inferior positions, selectively engaging with empowering positions, shifting back to initial positions and maintaining existing positions. Agency and positioning were found to be reciprocally informed. While agency was practised to facilitate repositioning, the agentic positions teachers undertook influenced agency enactment as well. Participants’ choices of different repositioning acts were jointly mediated by their evaluation of native-speaker ideologies’ impact on their existing positions and their power to challenge native-speakerism in their own professional settings. At a theoretical level, this article provides a conceptual framework that illustrates the interconnectedness between the intervention, teacher identity and teacher agency. At a practical level, it demonstrates the effectiveness of implementing identity-based intervention in teacher education to foster NNESTs’ repositioning and agency enactment against the backdrop of native-speakerism.

A multi-perspective and multi-method study on perceptions of English proficiency and pedagogical practices of NNESTs and NESTs in Chinese university classrooms

This study investigates the perceived English proficiency and teaching practices of non-native and native English-speaking teachers (NNESTs and NESTs) in Chinese universities, utilizing a multi-method approach including surveys, classroom observations, interviews, and focus groups. Data were collected from 118 students, four NNESTs, four NESTs, and two administrators to assess proficiency in English for general purposes (EGP) and English for teaching purposes (ETP). Qualitative and quantitative analyses indicate that NNESTs rate their ETP proficiency higher than their EGP, while NESTs perceive their EGP and ETP proficiencies to be superior to those of NNESTs. Administrators affirm NNESTs' ETP proficiency but raise concerns about NESTs' writing skills for ETP. Although a majority of students (n=65) showed no preference, focus groups suggest their preferences are context-dependent. The findings contribute to the understanding of ETP versus EGP proficiency and highlight the need for professional development in teaching competencies for both NESTs and NNESTs.

Barriers to the Intercultural Communication of Native English Speaking Teachers in an Intercultural Environment: A Review of the Literature

Native English speaking (NES) teachers are important contributors to the English acquisition process. In a multicultural environment, the ability to communicate with people and minimize misunderstandings is vital. Nevertheless, very little concern is shown about possible barriers to intercultural communication that NES teachers may have when working in different regions in the world, including: anxiety, the assumption of similarity instead of differences, stereotypes and prejudice, ethnocentrism, and nonverbal misinterpretation (Barna, 1997). This may cause many problems for both the NES teachers themselves and the students they teach. This paper aims to review other research and studies concerning the challenges that NES teachers might face when working in an intercultural environment.

A translanguaging perspective on multilingual identity construction of a native English teacher on a Chinese social media platform

ABSTRACT Native English-Speaking Teachers (NESTs) have long been assumed as monolingual, and the translanguaging practices and multilingual identity construction of NESTs have been under-explored. This study investigates how NESTs construct multilingual identity in online English teaching videos through translanguaging. Focusing on one NEST on a popular Chinese social media platform, a combination of multimodal video analysis and qualitative content analysis was conducted. The findings reveal that the NEST breaks linguistic barriers, incorporating gestures, body movements, signs, languages, and different speaking styles to share her experiences, evaluations, and emotions about language and language learning and teaching. These translanguaging practices empowered her to traverse the boundaries of distinctive L1 and L2 identities and develop multiple multilingual identities: an experienced English teacher with Chinese as an additional language, a foreigner valuing English language learning in China, and a passionate English speaker proud of learning Chinese. Findings reveal that translanguaging affords the NEST to construct trans-lingual, trans-cultural, and trans-national identities, while such multilingual identity construction is interwoven with her NEST identity. These findings call for a need to shift from viewing NESTs as monolingual models to multilinguals with translanguaging competences and reflect that nativeness and nonnativeness are not exclusive categories but mutually constitutive subjectivities.

Intersectionality Between Race and Nonnative English Speaker Status in Language Teacher Identities: What Educators Should Know

Intersectional approaches to teacher education have gained prominence in recent years, and calls have been made for an intersectional, justice-oriented framework to be at the core of all teacher educator programs. Although intersectionality is just beginning to emerge as a theoretical, methodological, and pedagogical framework in the area of language teaching issues of race and nonnative English-speaking teachers’ status have already been examined critically in teaching English to speakers of other languages. Understanding the intersectionality between race and nonnative English speaker status is crucial in redefining the nature of language teacher identities as fluid, dynamic, dialogic, and contextualized. It is equally important to comprehend how nonnative English-speaking teachers negotiate and construct their identities by reevaluating their experiences with dominant ideologies in various language teaching contexts. In this paper, we first offer a critical examination of the research conducted in this area, specifically focusing on the intersections between race and nonnative English speaker status as we reveal the dichotomy between native English-speaking teachers and nonnative English-speaking teachers. Then, we focus on the importance of adopting an intersectional framework, with its inherent premise for justice, by language teacher education programs and provide some suggestions on how these programs could be enhanced by including an explicit intersectional component. As a final note on the purpose of this paper, it is essential to underscore that employing intersectionality entails a transformative vision for both professionals who teach English to speakers of other languages and for their English learners with the goal of disrupting explicit and hidden spaces of inequalities and oppression.

A mixed-methods study of Vietnamese university EFL students’ perception of native English-speaking teachers’ qualities

This study investigated Vietnamese university EFL students’ perception of the desired qualities of native English-speaking teachers (NESTs). A mixed-methods approach, including questionnaire data and semi-structured interviews, unveiled key attributes highly valued by the students. In order of importance, these encompassed engaging classroom interaction, robust subject matter knowledge, effective assessment strategies, and positive teacher-student relationships. Although these aspects of NEST qualities emerged as top priorities, the study also highlighted the comparative importance of other qualities in relation to classroom pedagogies, classroom management, personality traits, and professional behavior. In addition, the study identified ten highly endorsed qualities as strong predictors of an effective NEST model within the EFL context, as well as the rationale behind the students’ perception of these qualities. The study emphasizes the need for NESTs to consider and adapt their teaching practices to enhance EFL students’ learning experiences, while also providing implications for NEST preparation and training in Vietnam and in similar EFL contexts.

Does race matter? Insights into the professional experiences of foreign Asian English teachers in China

ABSTRACT This study explores the professional experiences of English teachers of East Asian descent (foreign Asian [FA] English teachers) in China, focusing on how these perceptions use race as a point of reference. To provide comparative accounts, the experiences of these FA teachers are examined from both their own perspectives and those of their colleagues. Semi-structured in-depth interviews were conducted with two FA native English-speaking teachers (NESTs), two White NESTs, and one White non-native English-speaking teacher (NNEST). Findings indicate that FA teachers in China are susceptible to inequalities in recruitment and salary compared to their White counterparts. However, these teachers also recognise the advantages of their shared racial identities as Asian, which facilitated stronger connections with their Chinese learners. These findings, analysed through the lens of critical race theory, highlight how racial identity impacts FA English teachers' professional experiences, revealing both the advantages and the challenges they face in their professional contexts.

An Autoethnographic Account of a Native English-Speaking Teacher’s Change in Attitude to Non-Native English-Speaking Teachers

This study investigates and reflects upon how over a decade of teaching English as a foreign language my attitude towards non-native English-speaking teachers (NNESTs) changed from a negative perception to one of admiration. Focusing on language ideology and NNEST discrimination as conceptual lenses, I detail the evolution of my attitudes across time and space as a language educator using autoethnographic inquiry. I detail how my attitudinal changes towards NNESTs evolved, from beginnings where I questioned their authenticity, due to my sociocultural background, to a status where I espoused their competence and began researching how equity can be achieved in English language teaching (ELT) for NNESTs globally. I also summarize how my lived experiences can be replicated in official policy within ELT with a focus on critical reflexivity and exposure. As a ‘native English-speaking teacher,’ my experiences and perceptions seek to add countenance to those documented by NNESTs, therefore offering fluidity and depth to the discussion within the NNEST movement on how equity can be achieved.

(Dis)empowering native speakers? Teachers’ perceptions in Malta

Abstract The article explores the perceptions of English language teachers in Malta with respect to native English-speaking teachers. It discusses the results of a small-scale study involving interviews with teachers working in a boutique English language school. Although the participants acknowledge English’s global significance, the idea of NS supremacy persists. Malta’s colonial heritage reinforces the authority belonging to the NS and influences teachers’ perceptions, with those participants hailing from former colonies struggling with how the NS/NNS dichotomy affected their self-perception. The study discusses the enduring power of the standard varieties possessing prestige, and how British colonialism still impacts teachers’ perceptions. It emphasizes the duty to oppose native-speakerism and promote teachers’ cultural diversity. Finally, the article underscores the necessity for further teacher professional development tailored to the changing Maltese multilingual context amid English’s transformation from the language of power to a lingua franca.

Pedagogizing Identity in Professional Development: The Case of Two Native English-Speaking Teachers in Hong Kong

Despite the emerging attempts to integrate identity work into teacher education programs, how identity can be incorporated into professional development of in-service teachers is still an open question. This study reports on a professional development program on productive teacher questioning that was offered to secondary school English teachers in Hong Kong. The program aimed to pedagogize identity work for the native English-speaking teacher participants while they were engaging in the target pedagogic knowledge-base through identity-oriented activities. Using a comparative case study design, we drew on data collected with narrative frames, stimulated recalls, and semi-structured interviews. Our thematic analysis revealed that the teachers juxtaposed their enacted and narrated identities by negotiating multiple externally defined roles, that they identified professional tensions while reflecting on the academic cultures as transnational teachers, and that their identity work unveiled the emotion labor of becoming a native speaker teacher in Hong Kong. The findings highlight the interface of identity work and teacher learning and call for an identity focus in in-service teacher learning as well as the betterment of the native English-speaking teacher policy in Hong Kong.

Hybrid professional identities: exploring non-native English-speaking teachers’ lived experiences through the Cyborg Manifesto

ABSTRACT Drawing on Donna Haraway’s ‘Cyborg Manifesto’ and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of ‘non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs’ identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of ‘hybrid professional becoming’ in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students’ English language learning experiences and reshape the field in alignment with Donna Haraway’s Cyborg Manifesto.

Discrimination Against Non-native English Speakers in the English Language Teaching Profession: Evidence from Internship Advertisements

Despite the non-native English-speaking teachers’ (NNESTs) movement, the literature documents widespread discrimination against NNESTs particularly in hiring discourse in English as a foreign language (EFL) contexts. The present study aims to shed light on another aspect of this discrimination in EFL internship advertisements by investigating the ideal interns’ qualifications and requirements as well as the characteristics of internship locations and fringe benefits attributed to the internship positions. To this aim, 13 international advertisements were chosen as the corpus of the study from the Premier TEFL website and were thematically analyzed. The results pointed to the native speaker fallacy in internship advertisements as all the programs required the candidates to be native speakers of inner-circle English-speaking countries or hold academic degrees from these locations. Additionally, a variety of selling strategies and marketing tactics such as the description of landscapes and outdoor activities along with a diversity of fringe benefits were utilized to attract native speakers. The results are discussed in the light of native speaker dominance in the profession and the ways to fight against this legacy. Finally, the paper ended with the implications the study has for various stakeholders including native English-speaking teachers (NESTs) and NNESTs themselves.

Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.

Navigating English Language Instruction in China: Insights from Chinese Students on Native English-Speaking Teachers’ Practices

ABSTRACT This study uses the instructional beliefs model to analyse Chinese students’ perceptions of classes taught by Native English-Speaking Teachers (NESTs). Forty-five Chinese students from 12 universities in southwestern China participated in the semi-structured interviews. The findings indicate pedagogical practices were perceived positively for practical language application but criticized for culturally incompatible pedagogical practices. Instructional outcomes exhibited positive affective and behavioural changes but posed challenges in cognitive learning. The study underscores the need for tailored teaching approaches and an understanding of students’ expectations to enhance the overall effectiveness of NEST-led instruction in Chinese classrooms.

A survey into EFL students’ perceptions of studying English with native English-speaking teachers at Eastern International University Foreign Language Center

A survey into EFL students’ perceptions of studying English with native English-speaking teachers at Eastern International University Foreign Language Center

BEYOND FALLACIES: STRENGTHS AND QUALIFICATIONS FOR ENGLISH TEACHING PROFESSION IN INDONESIA

Proposing the idea of perception toward native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs), this research was motivated by the historical changes from the ‘fallacies’ in finding the most suitable English teachers between the two categories to discussing their potential if those teachers collaborated in team teaching. This study aimed to reveal a) the top three language skills pre-service English teachers perceived to improve if taught by either NESTs or Indonesian English teachers and b) the priority list of qualifications to meet by them. The quantitative findings from a close-ended questionnaire involving 186 pre-service English teachers in the Department of English Education at an Indonesian university indicated that the respondents tend to view NESTs as good models to teach oral-aural skills such as listening, pronunciation, and speaking. On the other hand, Indonesian English teachers could better-supporting students in teaching written skills such as grammar, vocabulary, and writing skills, which are more related to accuracy and language features. For the second objective, our results indicated that our respondents agreed that the English teaching profession should have fair treatment. Both NESTs and Indonesian English teachers are required to have relevant academic qualifications, and teaching experiences were viewed.

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

Students’ perceptions on native English-speaking teacher in EFL teaching

English is mostly used by people throughout the world because of its role as an international language. This situation makes many non-English language speaking countries apply English Language Teaching (ELT). The existence of Native English-Speaking Teacher (NEST) then becomes an alternative way to create better atmosphere in language teaching. This research revealed how actually the students’ perceptions toward the existence of NEST in ELT at the school. As the descriptive quantitative research, this research used questionnaire as the main instrument and interview as the supplemental instrument. The subjects of this study were the eleventh-grade students from a public vocational school. The students’ perceptions in this research were classified into 3 aspects. They were students’ perceptions toward NEST’s teaching, NEST’s strengths and weaknesses, and NEST’s behaviour. The research found that they perceived the NEST’s teaching was not understandable but they still could follow his explanation in some particular points. The students also perceived that the NEST was good in developing positive attitudes through his teaching, his confidence in using English, and his original accent. In another hand he was not really good in understanding the students’ culture and he could not use the students’ first language. Finally, they perceived that the NEST was a disciplinarian and strict teacher. However, he was perceived as a friendly and humorous person who totally used English in the class. and used various teaching materials.

EFL Learners and EFL Teaching in Türkiye: Native English-speaking Teachers’ Views

Many native English-speaking teachers (NESTs) work in Türkiye. NESTs as well as non-native English-speaking teachers (NNESTs) are the major stakeholders, and thus their views and experiences are worth exploring. Despite the ample research on NNESTs’ views, there is a scarcity of those of NESTs. This qualitative case study with four NESTs working at primary and secondary levels of a private school in Istanbul, aims to provide insights into their experiences with Turkish EFL learners and the EFL teaching and learning context in Türkiye. Data collected through an open-ended questionnaire and semi-structured interviews were analyzed qualitatively using the thematic analysis technique. Findings showed that Turkish EFL students are perceived as motivated, respectful, competitive and product-oriented learners, preferring more conventional practices like memorization and individual study. While oral fluency in English is seen as their strength, accuracy and literacy skills are evaluated as areas in need of development. The overall experience of the NESTs and their views about their work environment and colleagues are positive, yet factors such as the management style of the administrators, attitude of parents and their own incompetence in Turkish affect their views negatively and challenge them.