Native vs. Non-Native English Speakers: Investigating Non-Native English Educators’ Perceptions of their Professional Identity

ABSTRACT: Nativeness and non-nativeness in the field of English Language Teaching (ELT) have been  regarded as debatable labels. In many contexts, there is a preference for Native English-Speaking Teachers (NESTs) for many reasons; therefore, non-native English-speaking teachers (NNESTs) struggle and feel less powerful than their NEST colleagues who are prioritized because they have a monolingual linguistic identity. This preference for NESTs has detrimental effects on the professional identity development of NNESTs. This study is conducted at a private university in Dubai, United Arab Emirates, where studies of this kind did not tackle the issue of NNESTs‟ professional identity from a critical perspective. The theoretical framework of this research is based on the principles of Critical Applied Linguistics. The results convey that NNESTs have anxiety resulting from employability, job security, and sense of belonging. They also have to deal with the painful development of their professional identity. The study also highlights the unique strengths of NNESTs and details the tools needed for their empowerment. In order to bolster these instructors‟ professional identity, they need to be liberated from the influence of native speakerism. Once liberated from this ideology, they will be able to teach English with more confidence.
KEYWORDS : Critical theory, Native-Speakerism, English teachers, Professional Identity.