Non-native English-speaking Teachers Research Articles

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.

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.

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.

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

English has become the most-widely used lingua franca in international communication, creating a demand for effective English teachers around the world. In reality, there is a surging demand for English teachers around the world and in China, with a greater inclination for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs), a phenomenon commonly known as explicit or implicit advocacy of native-speakerism. Research has shown that Chinese students are affected by native-speakerism, harming Chinese English teachers' feelings and instructional practices. Even though research has shown that student characteristics play a role in students' perceptions of their teachers' effectiveness, few have examined more complex variables such as motivation and teacher well-being. To fill the research gap, we investigated 470 Chinese English-major students' perceptions of NESTs and NNESTs in relation to NNESTs' psychological well-being. Results show that students perceived NESTs and NNESTs as having different strengths and weaknesses. Such perceptions had various effects on both groups' well-being. Students' motivation was found positively correlated to their perceptions of NESTs and NNESTs. We discuss these findings for the purpose of raising students' awareness of native-speakerism and identifying possible means for teachers to improve their teaching effectiveness by adopting motivational strategies so that teacher well-being is given sufficient attention.

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.