Non-native English-speaking teachers of writing, native-speaker ideologies, and feedback uptake in first-year composition

Abstract

Research on non-native English-speaking teachers (NNESTs) and writing feedback has rarely examined how students’ perceptions of multilingual instructors shape feedback uptake. This critical literature review synthesizes scholarship from composition studies, second language writing, translingualism, and NNEST research to examine this relationship in first-year composition. The review argues that native-speaker ideologies may shape perceptions of instructor credibility in ways that could influence students’ willingness to trust and apply feedback during revision. It identifies a significant gap in existing scholarship and calls for empirical research and pedagogical practices that promote linguistic justice, multilingualism, and equitable writing instruction in higher education.