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Struggling to Create Space for Non-Native Teacher Identity: Novice and Experienced EFL Teachers' Perspectives
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Struggling to Create Space for Non-Native Teacher Identity: Novice and Experienced EFL Teachers' Perspectives
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Journal Article
Struggling to Create Space for Non-Native Teacher Identity: Novice and Experienced EFL Teachers' Perspectives
2025
Overview
Identity can be a source of marginalization and tension for non-native speaking teachers (NNSTs). To explore NNSTs' perceptions of their non-native identity, two-phase narrative interviews were conducted with four language teachers. In the first phase, the participants were interviewed about their general status as NNSTs in the context of Iran. During the second phase, the interview was conducted on three aspects of non-native teacher identity, namely their bilingualism, learning experience, and instructional competence. The results of the thematic analysis unraveled some competing discourses about their non-native identity. Despite acknowledging the superiority of native speaking teachers (NSTs) due to their high level of language proficiency which was the main source of tension for the NNSTs, they pointed to the advantages of NNSTs regarding their bilingualism, experience of learning, and the equality of NSTs and NNS regarding their instructional competence. This study has implications for teacher educators and institutional administrators to devise plans to redress NNSTs' perspectives towards the NST-NNST dichotomy.
Publisher
International Journal of Society, Culture and Language
