Non-native English-speaking Teachers Research Articles

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.

Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

Written self-expression in a foreign or second language (L2) is highly important for the 21st century yet the most difficult and underdeveloped of the four language skills. A promising direction to ensure L2 teacher motivation and writing skills is for them to experience the process of developing their own expressive writing.  Experienced L2 teachers, many non-native English-speaking teachers (NNESTS) worldwide, often lack opportunities and motivation to improve their own L2 expressive writing. This exploratory study investigated the professional development (PD) of 15 experienced L2 teachers in an M.Ed. program who engaged with unique CW craft tools in a semester workshop course. Creative writing (CW) has been shown to contribute to L2 learner language development but has been ignored as a PD tool for L2 teachers. Mixed methods, using written open and closed pre-posttest questions, written final portfolio reflections and instructor field notes, assessed teacher changes.  Three major themes emerged: changes in the teacher as a writer; changes in teachers’ cognition about CW; changes as L2 teachers of expressive writing. The third theme will be addressed in a different paper. Teachers underwent changes in the following areas: increased written proficiency; more effective beliefs and knowledge about CW; improved cognition, i.e., increased appreciation for the process and products of CW. Examples of course units and CW craft tools are included.

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.

Filipino non-native English-speaking teachers and the contradictions in their own backyard

Abstract This paper uses content analysis to analyse a set of websites of English language teaching companies in the Philippines and highlights the contradictions between the language ideologies espoused, advertised language policies, and recruitment of local non-native English-speaking teachers. The study highlights trends in recruitment that contrast with language ideologies, thus demonstrating a bias against local teachers, whilst supporting notions of native speakerism and discounted nativeness. The augmentation of non-native English-speaking teachers in ELT institutions in Asia is reflected in the Philippines, which has become a prominent centre of English language teaching in the region. It would be an encouraging development in attitudes and policy within ELT private schools if the increase in NNEST employment was related to a recognition of how the English language landscape in the 21st century is evolving, yet it seems apparent that economic factors are the motivating force as native speakerism maintains its prominence.

Discriminatory Practices Against Non-Native English Speaker Teachers in Colombia’s Language Centers: A Multimodal Study

This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers’ websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

Building Teacher Personal Identity: An Autobiography of an Indonesian Non-native English Teacher

This research explores the professional identity formation of non-native English-speaking teachers (NNESTs) from a personal viewpoint, an area not extensively covered in existing literature. While there is a wealth of discussion on teacher professional identity, the subjective experiences of NNESTs in shaping their own identities are often overlooked. This autobiographical narrative study addresses this gap by examining my own experiences as an NNEST, integrating reflections from my time as a student and my practice as a teacher. Employing thematic analysis, this research scrutinizes reflection data and artifacts gathered throughout my academic and professional journey. This method allows for a comprehensive examination of how various experiences influence professional identity formation. The findings reveal that an NNEST's professional identity is significantly shaped by the professional context, which includes direct teaching experiences and teacher education, as well as the external political environment, such as government policies and efforts to improve educational quality. The study is particularly relevant in the context of developing countries, like Indonesia, highlighting the intricate relationship between personal experiences, professional settings, and the wider political context in the development of NNEST identities. This research contributes a unique perspective to the field of teacher identity and underscores the distinct challenges and influences that NNESTs encounter in their professional growth.

“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university

Increasing research has recently been devoted to issues of racism within TESOL; however, most studies have been directed towards the unearned privilege of teachers labelled as ‘native English-speaking teachers’ (‘NESTs’) and the unjust marginalization of those perceived as ‘non-native English-speaking teachers’ (‘NNESTs’). This focusing on the former as the exclusive beneficiaries and the latter as the sole victims of racial discrimination has led to overlooking a large portion of language teachers whose professional experiences fit neither group. Approached through the lenses of communities of practice (Lave & Wenger, 1991; Wenger, 1998) and critical race theory, and guided by a narrative inquiry approach, this qualitative study tackles this gap by investigating the professional identity construction trajectory of an African American English language teacher working in a dominated by the native speakerism ideology Saudi university. Relying on in-depth interviews as the main data source, the findings revealed that the participant’s trajectory and forms of (non)participation were profoundly, yet detrimentally, shaped by his non-Whiteness. The study concludes with implications for research, practice, and policy.

“We’ve Got Some Non-natives Here Who You Wouldn’t Even Notice That They’re Non-natives”: Teachers’ Views on Speakerhood

In the field of Teaching English to Speakers of Other Languages (TESOL), divisions and essentialization are inherently embedded, calling for an argent need to address the issues of inequity and favouritism on the basis of speakerhood status in diverse teaching contexts. The persistent use of the terms, native and non-native English-speaking teachers (NESTs/NNESTs), has polarized our understanding of English teachers without leaving a room for fluid identities and thus has created an essentialized binaries of Self and Other in many contexts. This world-wide view of English teachers, despite receiving a huge amount of criticism, still exists. This paper will allow English teachers from diverse socio-linguistic backgrounds to address these issues and to reflect on their experiences as English teachers in the Saudi context.

The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom

This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors. Using semi-structured interviews, the study analyses how two Saudi Arabian EFL instructors, during their PhD studies in the United States, and upon their return home, coped with the phenomenon of native-speakerism and navigated their way through the binary of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) in their teaching. They appreciated their Western education not due to the traditional privileged-Global-North-and-underprivileged-Global-South binary but because of the many ways in which it helped them negotiate their translingual identity. They saw themselves as better placed to give constructive feedback to learners but critiqued the NESTs’ inability to base themselves in the local culture and positioned themselves above NESTs due to their knowledge of indigenous Saudi culture. Thus, they dismantled the traditional privilege associated with native-speakerism but did not hail one category over the other. Instead, they picked from both categories the materials, ways, means and attitudes that best served their purpose. They strove for hybridity. Through their negotiation of their foreign education and local challenges, they developed a unique translingual identity.

Professional Identities of Local Japanese Teachers of English (JTEs) Vis-à-Vis their Foreign Assistant Language Teachers (ALTs)

ABSTRACT The team-teaching approach between local language teachers (non-native English-speaking teachers: NNESTs) and foreign language teachers (native English-speaking teachers: NESTs) has been implemented in a number of countries. Japan is no exception. Team teaching in Japan—conducted by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), particularly through the Japan Exchange and Teaching (JET) program—has received high acclaim both domestically and internationally. Nevertheless, empirical studies on these team teachers’ identities remain insufficient. The purpose of this article is to describe and elucidate the identities of one cohort of those team teachers in Japan: those of the JTEs through the lens of their relationships with their ALTs. Data were gathered via narrative interviews from eight JTEs who differed in terms of demographic variables. The findings underscored that JTEs predominantly perceive their professional reflexive identities as (a) inadequate language teachers and (b) overworked caregivers, shedding light on the nuanced dynamics within this collaborative teaching paradigm.

Native speakerism as a source of agency-related critical incidents: Implications for non-native English teachers’ professional identity construction

Despite the developments on the contributions of native speakerism (NS) for the professionalism of non-native English-speaking teachers (NNESTs), little is known about how NS influences NNESTs' agency and identity construction. The present study draws on an ecological-poststructural lens and explores such a contribution through critical incidents that happened to 15 Iranian NNESTs. Data were collected from a questionnaire, narrative frames, and semi-structured interviews. The analysis of the data revealed three major themes: (1) native speakerism as a source of NNEST marginalization, (2) the role of school policymakers in NS-induced inequality, and (3) native speakerism as a source of pedagogy of doubt. The findings showed that NS not only serves as a discourse that transcends geographical borders to shape NNESTs' agency and identity, but institutional participants also add to the negative effects of NS on NNESTs' professional practice. The study concludes with implications for institutional policymakers and teacher educators to revisit their understanding of NS and the ripple effects that NS bears for NNESTs’ agency and identity construction.

Non-Native English-Speaking Teachers and Self-Appreciation: How Non-Native English-Speaking Teachers Can Gain Equity by Learning to Appreciate Themselves

This research paper explores how non-native English-speaking teachers can consider using their multilingualism and transnationalism as assets in creating competitive portfolios fit for the 21st century linguistic marketplace. This enhancement in the portfolio to attract credit as ‘investors of the self’ is an aspect of human capital that can be utilized by non-native English-speaking teachers to enhance their self-esteem. This, in turn, can encourage potential investors to view non-native English-speaking teachers as relevant players in a global landscape that appreciates linguistic diversity and pluralism, as well as transnational experience. This research was conducted by performing interviews with non-native English-speaking teachers and an analysis of website 2.0 sources, aiming to gain insights into the opinions of non-native English-speaking teachers regarding their human capital and how new approaches can aid their equity within the field of English language teaching. The results demonstrated a desire in teachers to utilize their inherent skillsets comprising multilingual and transnational capabilities.

Barriers to Teaching English to Non-Native English-Speaking Teachers in Indonesian Secondary Schools: Policy Recommendations

<p style="text-align: justify;">In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.</p>

A critical discourse analysis of ELT institutional contradictions in language policy and recruitment in Japan

This paper analyses a series of websites of language institutions in Japan and highlights the consistent contradictions between the language policies advertised and the recruitment of non-native English-speaking teachers (NNESTs) conducted. I did a qualitative website study that involved an analysis of the most in-demand ELT companies and organizations in Japan. The websites were of ELT institutions, which were a mix of private institutions that teach for profit, and organisations that are mediators in supplying teachers (Assistant Language Teachers–ALTs) for schools around the country. The aim of this was to compare and contrast the discourse in language ideology with recruitment policies at these companies regarding NNESTs. Conducting a study of these companies’ websites enabled me to find and highlight trends in recruitment and language ideologies where I found a series of inconsistencies but also some encouraging trends in moves towards a more global outlook in teacher recruitment and discourse ideology. At the heart of the analysis was the question of whether a move towards more NNEST recruitment was due to changes in language ideology or economic necessity. The increase in non-native English-speaking teacher recruitment in Japan would be an encouraging development in attitudes and policy if it was related to a recognition of how the linguistic landscape in the 21st century is evolving but it seems apparent that economic factors are the motivating factor.

Reimagining English Language Education: Unveiling the Strengths of Native and Non-Native English-Speaking Teachers

Esta investigación examina las fortalezas y debilidades presentadas por instructores de inglés nativos y no nativos, con un enfoque específico en dos aspectos: (1) las percepciones que tienen diversos interesados hacían cada grupo y (2) sus respectivas habilidades para abordar las destrezas del idioma inglés en un entorno de aula. Realizada como una revisión exploratoria de la literatura, se seleccionaron dieciséis estudios relevantes para su comparación, fomentando una discusión sobre sus hallazgos divergentes. Aunque este análisis revela preferencias predominantes por los instructores nativos en todos los casos, reconoce que factores más allá de la condición de ser nativo podrían influir en estas preferencias. Más allá de las percepciones, este estudio se adentra en las habilidades que cada tipo de instructor mejora en los estudiantes, con una notable omisión de las habilidades escritas en la literatura existente. No obstante, la competencia gramatical emerge como una habilidad adicional destacada en esta investigación. En conclusión, este documento resume los aspectos clave y señala limitaciones que podrían afectar los resultados, instando a su consideración en futuras investigaciones.

Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses.

Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness.

EMI, EAP, and pedagogy: An autoethnographic account of a case study at a university in Japan

ABSTRACT Kanazawa University, a national university in Japan, offers an English for Academic Purposes (EAP) program to its first-year students as a required subject of general education. It is an English-medium instruction (EMI) program with an English-only policy. In this article, I utilize autoethnography as a method to examine this EMI EAP program based on my experiences as a teacher while contextualizing my personal accounts in the extant studies of EAP, EMI, and English language teaching. The article reveals that West-centric coloniality and the native-speakerist myth are operating behind the program as the guiding language ideologies in ways to curtail non-native English-speaking teachers’ and students’ multilingual capacity. The article ends by suggesting potential changes the program may be able to incorporate to decolonize its current problematic pedagogical practices and to transform the program into a space where equitable linguistic sensibility is pursued and nurtured.

‘No one would give me that job in Australia’: when professional identities intersect with how teachers look, speak, and where they come from

ABSTRACT This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Socio-cultural representations of race, language, and other cultural attributes convergingly contributed to their unemployment despite meeting country-specific eligibility criteria to be English as a Second Language (ESL) teachers. The interplay between their professional identities and socio-cultural constructs took shape in modes of power relations enmeshed in the historic processes: economic, political, and cultural, which included discourses of native-speakerism, neo-racism, post-colonialism, neoliberalism, and multiculturalism. Despite these modalities, the NNESTs furthered their hybrid professional actions, recognising the value in the global community of multiple and diverse professional experiences.

THE IMPACT OF NATIVE SPEAKERISM ON THE IDENTITY CONSTRUCTION OF ‘ENGLISH TEACHER AS AN ENGLISH SPEAKER’: VOICES FROM INDONESIA

Some non-native English speaker teachers have trouble constructing the identity of an English speaker in their professional practice, although they have spent years in formal educational institutions to learn and teach the language. In the context of Indonesian English language teaching, the topic of whether the proliferation of native speaker standards contributes to the battle is one that is rarely investigated. As a result, the goal of this study was to evaluate the impact of native speakerism on the construction of English speaker identity among Indonesian teachers of English. In this particular research project, the participants consisted of two female English teachers who worked at different senior high schools in Aceh, Indonesia. Life-history interviews and teacher journals serve as the research instruments, and the discursive perspective on identity serves as the theoretical underpinning for this study. Through the use of thematic analysis, this study found that the participants struggled to construct the identity of an English teacher as an English speaker due to the belief that a native English speaker is an ideal English speaker.