Deconstructing the Native Speaker Standard: Non-Native English Teachers’ Linguistic Identity

Abstract

 Native Speaker Standard (NSS) has defined English Language Teaching (ELT), creating a dichotomy where the native English-speaking teacher emerges as the most appropriate language model whereas non-native English-speaking teachers are marginalized. The current research seeks to examine how non-native English-speaking teachers create and negotiate their linguistic identity in the face of continuous native-speakerist discourse. In order to achieve the objectives of the research, a qualitative research methodology was employed; semi-structured interviews were carried out with NNESTs operating in different educational contexts. Thematic analysis identified four major themes, namely internalization of native-speaker norms, identity construction and resistance, questioning the legitimacy of professional identity and development of hybrid professional identity. Results show that although there is an ideological and systemic power relation favoring NSS, NNESTs challenge the discourse by resisting and negotiating their linguistic identity, using multilingual proficiency, pedagogical practices and lived experiences. Based on sociocultural and poststructuralist theories, the current paper attempts to demonstrate that identity is a dynamic and situational concept. More importantly, the findings call for the establishment of a post-native paradigm which legitimizes NNESTs as legitimate professionals.