doi: 10.18178/IJLLL.2023.9.6.457
“We’ve Got Some Non-natives Here Who You Wouldn’t Even Notice That They’re Non-natives”: Teachers’ Views on Speakerhood
Alya Alshammari
- Princess Nourah bint Abdulrahman University in the Department of Applied Linguistics, College of Languages, Saudi Arabia.
Abstract
In the field of Teaching English to Speakers ofOther Languages (TESOL), divisions and essentialization areinherently embedded, calling for an argent need to address theissues of inequity and favouritism on the basis of speakerhoodstatus in diverse teaching contexts. The persistent use of theterms, native and non-native English-speaking teachers(NESTs/NNESTs), has polarized our understanding of Englishteachers without leaving a room for fluid identities and thus hascreated an essentialized binaries of Self and Other in manycontexts. This world-wide view of English teachers, despitereceiving a huge amount of criticism, still exists. This paper willallow English teachers from diverse socio-linguisticbackgrounds to address these issues and to reflect on theirexperiences as English teachers in the Saudi context.
Keywords
- Dichotomy
- English teachers
- NESTs/NNESTs discourses
- Saudi Arabia
How to Cite
Alya Alshammari, "“We’ve Got Some Non-natives Here Who You Wouldn’t Even Notice That They’re Non-natives”: Teachers’ Views on Speakerhood," International Journal of Languages, Literature and Linguistics, vol. 9, no. 6, pp. 487-494, 2023. https://doi.org/10.18178/IJLLL.2023.9.6.457
Copyright & License
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).