Hostname: page-component-5b777bbd6c-7sgmh Total loading time: 0 Render date: 2025-06-19T15:36:25.688Z Has data issue: false hasContentIssue false
  • English
  • Français

Native-speakerism and non-native second language teachers: A research agenda

Published online by Cambridge University Press:  21 July 2022

Enric Llurda Open the ORCID record for Enric Llurda [Opens in a new window]  and
Júlia Calvet-Terré
Enric Llurda*
Affiliation:
Universitat de Lleida, Lleida, Spain
Júlia Calvet-Terré
Affiliation:
Universitat de Lleida, Lleida, Spain
*
*Corresponding author. Email: enric.llurda@udl.cat
Get access Rights & Permissions [Opens in a new window]

Abstract

A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with either one of those two categories. In this paper, we provide a brief overview of relevant literature published after Moussu and Llurda's (2008) state-of-the-art article and set out a series of tasks that we deem important in order to expand the field of research and cover areas that have not yet been sufficiently investigated. Those tasks are grouped into three sections that cover the main aspects that we perceive to be in need of attention: (1) debunking native-speakerism; (2) differences between native teachers and non-native teachers; and (3) languages other than English.

Type
Thinking Allowed
Information
Language Teaching , Volume 57 , Issue 2 , April 2024 , pp. 229 - 245
Check for updates
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355–372. doi:10.1016/S0346-251X(00)00017-8.CrossRefGoogle Scholar
Ates, B., & Eslami, Z. (2012). An analysis of non-native English-speaking graduate teaching assistants’ online journal entries. Language and Education, 26(6), 537–552. doi:10.1080/09500782.2012.669766.CrossRefGoogle Scholar
Bayyurt, Y., & Sifakis, N. (2015). Transforming into an ELF-aware teacher: An EFL teacher's reflective journey. In Bowles, H., & Cogo, A. (Eds.), International perspectives on teaching English as a lingua franca: Pedagogical insights (pp. 117–135). Palgrave Macmillan.10.1057/9781137398093_7CrossRefGoogle Scholar
Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In Matsuda, A. (Ed.), Preparing teachers to teach English as an international language (pp. 3–18). Multilingual Matters.10.21832/9781783097036-003CrossRefGoogle Scholar
Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 195–216). Springer.Google Scholar
Bernat, E. (2008). Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL. English Language Teacher Education and Development, 11(1), 1–8.Google Scholar
Braine, G. (ed.) (1999). Nonnative educators in English language teaching. Lawrence Erlbaum.Google Scholar
Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. Routledge.10.4324/9780203856710CrossRefGoogle Scholar
Çakir, H., & Demir, Y. (2013). A comparative analysis between nests and NNESTs based on perceptions of students in preparation classes. The International Journal of Social Sciences, 14(1), 36–47. doi:10.5539/elt.v5n12p42.Google Scholar
Calvet-Terré, J. (2018). Native-speakerism in the Catalan ELT professional environment. Universitat de Lleida. Unpublished manuscript.Google Scholar
Canagarajah, A. S. (ed.) (2005). Reclaiming the local in language policy and practice. Lawrence Erlbaum.10.4324/9781410611840CrossRefGoogle Scholar
Canh, L. V., & Renandya, W. A. (2017). Teachers’ English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), 67–81. doi:10.1177/0033688217690935.CrossRefGoogle Scholar
Cheng, X., & Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 1–16. doi:10.3389/fpsyg.2021.629921.CrossRefGoogle Scholar
Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35(4), 407–430. doi:10.1016/j.system.2007.05.002.CrossRefGoogle Scholar
Colmenero, K., & Lasagabaster, D. (2020). Enclosing native speakerism: Students’, parents’ and teachers’ perceptions of language teachers. Journal of Multilingual and Multicultural Development, 1–16. doi:10.1080/01434632.2020.1865384.Google Scholar
Cook, V. (2005). Basing teaching on the L2 user. In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 47–61). Springer.Google Scholar
Davies, A. (1991). The native speaker in applied linguistics. Edinburgh University Press.Google Scholar
Davis, M. H. (1996). Empathy. A social psychological approach. Westview Press.Google Scholar
Derivry-Plard, M. (2016). Symbolic power and the native/non-native dichotomy: Towards a new professional legitimacy. Applied Linguistics Review, 7(4), 1–18. doi:10.1515/applirev-2016-0019.CrossRefGoogle Scholar
Derwing, T. M., & Munro, M. J. (2005). Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context. In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 179–191). Springer.Google Scholar
Dewaele, J. M., Mercer, S., Talbot, K., & von Blanckenburg, M. (2021). Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English? European Journal of Applied Linguistics, 9(2), 259–282. doi:10.1515/eujal-2019-0030.CrossRefGoogle Scholar
Dewey, M., & Pineda, I. (2020). ELF and teacher education: Attitudes and beliefs. ELT Journal, 74(4), 428–441. doi:10.1093/elt/ccaa047.CrossRefGoogle Scholar
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum.Google Scholar
Faez, F. (2012). Diverse teachers for diverse students: Internationally educated and Canadianborn teachers’ preparedness to teach English language learners. Canadian Journal of Education/Revue Canadienne de l'Education, 35(3), 64–84.Google Scholar
Faez, F. (2018). Empowerment of NNESTs. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley and Sons. doi:10.1002/9781118784235.eelt0016.Google Scholar
Faez, F., & Karas, M. (2017). Connecting language proficiency to (self-reported) teaching ability: A review and analysis of research. RELC Journal, 48(1), 135–151. doi:10.1177/0033688217694755.CrossRefGoogle Scholar
Faez, F., Karas, M., & Uchihara, T. (2021). Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research, 25(5), 754–777. doi:10.1177/1362168819868667.CrossRefGoogle Scholar
Hall, G. (ed.) (2016). The Routledge handbook of English language teaching. Routledge.10.4324/9781315676203CrossRefGoogle Scholar
Hall, S. J. (2012). Deconstructing aspects of native speakerism: Reflections from in-service teacher education. The Journal of Asia TEFL, 9.3, 107–130.Google Scholar
Holliday, A. (2005). The struggle to teach English as an international language. Oxford University Press.Google Scholar
Holliday, A. (2018). Native-speakerism. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley and Sons. doi:10.1002/9781118784235.eelt0027Google Scholar
Houghton, S. A., & Bouchard, J. (eds.) (2020). Native-speakerism. Its resilience and undoing. Springer.CrossRefGoogle Scholar
Houghton, S. A., & Rivers, D. J. (eds.) (2013). Native-speakerism in Japan. Intergroup dynamics in foreign language education. Multilingual Matters.10.21832/9781847698704CrossRefGoogle Scholar
Hyland, K., & Anan, E. (2006). Teachers’ perceptions of error: The effects of first language and experience. System, 34(4), 509–519. doi:10.1016/j.system.2006.09.001.CrossRefGoogle Scholar
Inbar-Lourie, O. (2005). Mind the gap: Self and perceived native speaker identities of ELF teachers. In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 265–282). Springer.Google Scholar
Kamhi-Stein, L. (ed.) (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. University of Michigan Press.10.3998/mpub.9648CrossRefGoogle Scholar
Karas, M., & Faez, F. (2021). Self-efficacy of English language teachers in Ontario: The impact of language proficiency, teaching qualifications, linguistic identity, and teaching experience. The Canadian Modern Language Review, 77(2), 110–128. doi:10.3138/cmlr-2020-0012.CrossRefGoogle Scholar
Kemaloglu-Er, E., & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In Sifakis, N. C., & Tsantila, N. (Eds.), English as a lingua franca for EFL contexts (pp. 159–174). Multilingual Matters.Google Scholar
Kiczkowiak, M. (2020). Recruiters’ attitudes to hiring ‘native’ and ‘non-native speaker’ teachers: An international survey. TESL-EJ, 24(1), 1–22.Google Scholar
Kiczkowiak, M., Baines, D., & Krummenacher, K. (2016). Using awareness raising activities on initial teacher training courses to tackle ‘native-speakerism’. English Language Teacher Education and Development, 19, 45–33.Google Scholar
Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 217–242). Springer.Google Scholar
Lee, H.-K. (2009). Native and nonnative rater behavior in grading Korean students’ English essays. Asia Pacific Education Review, 10(3), 387–397. doi:10.1007/s12564-009-9030-3.CrossRefGoogle Scholar
Llurda, E. (ed.) (2005a). Non-native language teachers. Perceptions, challenges and contributions to the profession. Springer.Google Scholar
Llurda, E. (2005b). Non-native TESOL students as seen by practicum supervisors. In Llurda, E. (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 131–154). Springer.Google Scholar
Llurda, E. (2009). Attitudes towards English as an international language: The pervasiveness of native models among L2 users and teachers. In Sharifian, F. (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 119–134). Multilingual Matters.10.21832/9781847691231-009CrossRefGoogle Scholar
Llurda, E. (2014). Native and Non-native teachers of English. In Chapelle, C. A. (Ed.), The encyclopedia of applied linguistics (pp. 1–5). Wiley-Blackwell.Google Scholar
Llurda, E. (2016). Native speakers, English, and ELT: Changing perspectives. In Hall, G. (Ed.), The Routledge handbook of English language teaching (pp. 51–63). Routledge.10.4324/9781315676203-6CrossRefGoogle Scholar
Llurda, E. (2018a). Methods in NNEST research. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). John Wiley and sons. doi:10.1002/9781118784235.eelt0032.Google Scholar
Llurda, E. (2018b). English language teachers and ELF. In Jenkins, J., Baker, W., & Dewey, M. (Eds.), The Routledge handbook of English as a Lingua Franca (pp. 518–528). Routledge.Google Scholar
Llurda, E., & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 12(3), 220–235. doi:10.1080/09658410308667078.CrossRefGoogle Scholar
Llurda, E., & Mocanu, V. (2019). Changing teachers’ attitudes towards ELF. In Sifakis, N. C., & Tsantila, N. (Eds.), English as a lingua franca for EFL contexts (pp. 175–191). Multilingual Matters.Google Scholar
Lopriore, L., & Vettorel, P. (2019). Perspectives in WE- and ELF- informed ELT materials in teacher education. In Sifakis, N. C., & Tsantila, N. (Eds.), English as a lingua franca for EFL contexts (pp. 97–116). Multilingual Matters.Google Scholar
Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the ‘native speaker’ frame. Springer.10.1007/978-3-030-46231-4CrossRefGoogle Scholar
Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3(1), 1–16. doi:10.1080/2331186X.2016.1264171.CrossRefGoogle Scholar
Lowe, R. J., & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 27–52. doi:10.1515/applirev-2016-0002.CrossRefGoogle Scholar
Ma, L. P. F. (2016). Examining teaching behaviour of NNESTs and NESTs in Hong Kong through classroom observations. Asian Journal of Applied Linguistics, 3(2), 199–215.Google Scholar
Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States [Ph.D. Dissertation]. Indiana University ProQuest Dissertations Publishing.Google Scholar
Mahboob, A. (2004). Native or non-native? What do students enrolled in an intensive English program think? In Kamhi-Stein, L. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 121–148). University of Michigan Press.Google Scholar
Mahboob, A. (2005). Beyond the native speaker in TESOL. In Zafar, S. (Ed.), Culture, context, and communication (pp. 60–93). Center of Excellence for Applied Research and Training and the Military Language Institute.Google Scholar
Mahboob, A. (ed.) (2010). The NNEST lens: Non native English speakers in TESOL. Cambridge Scholars Press.Google Scholar
Mahboob, A., Uhrig, K., Newman, K., & Hartford, B. S. (2004). Children of a lesser English: Status of nonnative English speakers as college-level English as a second language teachers in the United States. In Kamhi-Stein, L. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 100–120). University of Michigan Press.Google Scholar
Marefat, F., & Heydari, M. (2016). Native and Iranian teachers’ perceptions and evaluation of Iranian students’ English essays. Assessing Writing, 27(2), 24–36. doi:10.1016/j.asw.2015.10.001.CrossRefGoogle Scholar
Matsumoto, Y. (2018). Teachers’ identities as ‘non-native’ speakers: Do they matter in English as a lingua franca interactions? In Yazan, B., & Rudolph, N. (Eds.), Criticality, teacher identity, and (In)equity in English language teaching: Issues and implications (pp. 57–79). Springer.10.1007/978-3-319-72920-6_4CrossRefGoogle Scholar
Medgyes, P. (1994). The Non-native teacher. Macmillan.Google Scholar
Moussu, L. (2006). Native and non-native English-speaking English as a second language teachers: student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices [Ph.D. Dissertation]. Purdue e-Pubs: Purdue University.Google Scholar
Moussu, L. (2010). Toward a conversation between ESL teachers and intensive English program administrators. TESOL Journal, 1(4), 400–426. doi:10.5054/tj.2010.234767.CrossRefGoogle Scholar
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348. doi:10.1017/S0261444808005028.CrossRefGoogle Scholar
Paikeday, T. (1985). The native speaker is dead!. Paikeday Publishing.Google Scholar
Park, G. (2012). ‘I am never afraid of being recognized as an NNES’: One teacher's journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127–151. doi:10.1002/tesq.4.CrossRefGoogle Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.Google Scholar
Porte, G. (1999). Where to draw the red line: Error toleration of native and non-native EFL faculty. Foreign Language Annals, 32(4), 426–434. doi:10.1111/j.1944-9720.1999.tb00873.x.CrossRefGoogle Scholar
Porte, G. (2014). Who needs replication? CALICO Journal, 30(1), 10–15. doi:10.11139/cj.30.1.10-15.CrossRefGoogle Scholar
Quigley, A. (2016). The confident teacher: Developing successful habits of mind, body and pedagogy. Routledge.10.4324/9781315627328CrossRefGoogle Scholar
Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97–101. doi:10.1093/eltj/44.2.97.CrossRefGoogle Scholar
Rao, Z. H., & Li, X. (2017). Native and non-native teachers’ perceptions of error gravity: The effects of cultural and educational factors. Asia-Pacific Education Researcher, 26(1), 51–59. doi:10.1007/s40299-017-0326-5.CrossRefGoogle Scholar
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self-image: An international survey. System, 22(3), 353–367. doi:10.1016/0346-251X(94)90021-3.CrossRefGoogle Scholar
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.10.1017/9781316678343CrossRefGoogle Scholar
Said, E. (1978). Orientalism. Pantheon Books.Google Scholar
Savin-Williams, R. C., & Jaquish, G. A. (1981). The assessment of adolescent self-esteem: A comparison of methods. Journal of Personality, 49(3), 324–336. doi:10.1111/j.1467-6494.1981.tb00940.x.CrossRefGoogle Scholar
Schreiber, B. R. (2019). ‘More Like You’: Disrupting native-speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 53(4), 1115–1138. doi:10.1002/tesq.534.CrossRefGoogle Scholar
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.Google Scholar
Selvi, A. F. (2010). All teachers are equal, but some teachers are more equal than others: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 155–181.Google Scholar
Selvi, A. F. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) movement. TESOL Journal, 5(3), 573–611. doi:10.1002/tesj.158.CrossRefGoogle Scholar
Si, J. (2020). An analysis of business English coursebooks from an ELF perspective. ELT Journal, 74(2), 156–165. doi:10.1093/elt/ccz049.CrossRefGoogle Scholar
Sifakis, N., & Bayyurt, Y. (2018). ELF-aware teaching, learning and teacher development. In Jenkins, J., Baker, W., & Dewey, M. (Eds.), The Routledge handbook of English as a Lingua Franca (pp. 456–467). Routledge.Google Scholar
Sougari, A.-M. (2019). Exploring teachers’ sense of efficacy in teaching ELF. In Sifakis, N. C., & Tsantila, N. (Eds.), English as a lingua franca for EFL contexts (pp. 192–208). Multilingual Matters.Google Scholar
Sung, C. C. M. (2011). Race and native speakers in ELT: Parents’ perspectives in Hong Kong. English Today, 41(3), 24–28. doi:10.1017/S0266078411000344.Google Scholar
Swan, A., Aboshiha, P., & Holliday, A. (eds.) (2015). (En)Countering native-speakerism: Global perspectives. Palgrave Macmillan.10.1057/9781137463500CrossRefGoogle Scholar
Trent, J. (2012). The discursive positioning of teachers: Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104–126. doi:10.1002/tesq.1.CrossRefGoogle Scholar
Tsang, A. (2017). EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC Journal, 48(1), 99–113. doi:10.1177/0033688217690060.CrossRefGoogle Scholar
Van der Geest, T. (1981). How to become a native speaker: One simple way. In Coulmas, F. (Ed.), A Festschrift for native speaker (pp. 317–353). Mouton.10.1515/9783110822878-023CrossRefGoogle Scholar
Wolff, D., & De Costa, P. L. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. Modern Language Journal, 101(1), 76–90. doi:10.1111/modl.12370.CrossRefGoogle Scholar
Zacharias, N. T. (2010). The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. The Journal of Asia TEFL, 7(2), 177–197.Google Scholar
Zhang, L., & Zhang, D. (2015). Identity matters: An ethnography of two nonnative English-speaking teachers (NNESTs) struggling for legitimate professional participation. In Cheung, Y. L., Said, S. B., & Park, K. (Eds.), Advances and current trends in language teacher identity research (pp. 116–132). Routledge.Google Scholar