(PDF) Conceptualizing and Confronting Inequity: Approaches Within and New Directions for the “NNEST Movement”

About
Press
Papers
We're Hiring!
Outline
Title
Abstract
Key Takeaways
Figures
Introduction
Implications for the Nnest Movement
Conclusion
References
FAQs
All Topics
Sociology
Political Sociology
Conceptualizing and Confronting Inequity: Approaches Within and New Directions for the “NNEST Movement”
Ali Fuad Selvi
Bedrettin Yazan
October 11, 2025
visibility
description
26 pages
Sign up for access to the world's latest research
check
Get notified about relevant papers
check
Save papers to use in your research
check
Join the discussion with peers
check
Track your impact
Abstract
This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.” The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then
explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language
teaching.
Key takeaways
AI
The NNEST movement seeks to address inequity in TESOL by challenging the dominant native speaker construct.
Approximately two billion people use English globally, necessitating a rethinking of language ownership.
The NNEST movement originated from a 1996 colloquium and established formal structures by 2008.
Native speakerism perpetuates hiring discrimination and marginalization of non-native English speaker teachers.
Poststructural approaches encourage a re-examination of identity and inclusivity in English language teaching.
Figures (1)
Related papers
Inequity, inequality, and language rights in English as a medium of instruction programs
Munassir Alhamami
2023
Language rights are essential to human rights, including using English as a medium of instruction (EMI) in higher education. However, in non-Anglophone countries, using EMI in undergraduate programs may contribute to human rights violations and inequalities. This qualitative study explores the lack of justice and fairness in EMI policy implementation in undergraduate programs, resulting in structural inequity based on students' experiences. Open-ended responses were collected from undergraduate students in four colleges, including healthcare, sciences, engineering, and computer science. A thematic analysis of students' responses revealed three major themes: the roots of inequities in EMI undergraduate programs, struggles faced by English as Foreign Language (EFL) undergraduates, and suggested tactics and solutions to address injustice in EMI classes. The study aims to provide international educators and policymakers with a better understanding of the challenges EFL students face in EMI classes and amplify the voices of students often neglected in internationally published studies. The findings suggest the need for policymakers to re-evaluate the effectiveness of EMI policies in non-Anglophone countries and promote equity, fairness, and social justice in universities to help students achieve equal opportunities to learn and succeed, irrespective of their English proficiency.
Download free PDF
View PDF
chevron_right
Methods for Increasing Equity, Diversity, and Inclusion in Linguistics Pedagogy
Nathan Sanders
Lex Konnelly
Canadian Journal of Linguistics, 2020
In this paper, we describe work we conducted over the first year of a three-year ini­tiative to update how linguistics is taught in the Department of Linguistics at the University of Toronto to address some types of language-based biases that can arise in the linguistics classroom. We present this work in an effort to provide a model for instructors at other insti­tutions and even in other fields, in the hope that they can draw inspiration from our methods in order to combat language­-based biases in their own teaching. We begin in Section 1 with a discussion of some common language­-based biases. In Section 2, we discuss the history, structure, and goals of our three-­year initiative to address these biases. In Section 3, we go into depth into the five main components of our initiative. Finally, in Section 4, we explore some of the key lessons learned from the first year of this initiative.
Download free PDF
View PDF
chevron_right
Critical Inquiry in Language Studies Rethinking Nativeness: Toward a Dynamic Paradigm of (Non)Native Speakering
Geeta Aneja
The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and the factors that may influence an individual falling into one category or another. More recently, scholars have adopted a poststructuralist orientation toward language and identity that resists dichotomized framings of language and language users. This article extends the poststructuralist orientation to consider how and why such abstract idealizations of native and nonnative speakers—what I term (non)native speakered subjectivities—emerged historically and are continuously reified and (re)produced through everyday discourse. Throughout this discussion, I weave illustrative examples from a participant in a semester-long ethnographic study that took place in a graduate teacher education program. In the conclusion, I consider implications for future theorizations of (non)native speakering as well as possibilities for increasing equity in the field of ELT.
Download free PDF
View PDF
chevron_right
Researching privilege in language teacher identity
Roslyn Appleby
In a seminal book on researching language and identity, observed that 'an enormous proportion of all social research is conducted on populations of relatively powerless people' (p. 2). In research on teacher identity, this focus on socially and professionally disadvantaged, marginalised or vulnerable groups has changed little over succeeding decades. Within our profession, for example, a major focus in TESOL teacher identity research over recent years has been the marginalisation experienced by non--native--English--speaker (NNES) teachers and teachers of colour. In contrast, relatively little explicit attention has been paid to researching privilege -and its means of reproduction -as a factor in teacher identity. As a consequence, there are few explicit guidelines that help researchers when investigating and writing about teachers who may enjoy certain privileges inherent in the TESOL profession, including the privileges attached to whiteness, native--English--speaker (NES) status, and Inner Circle (Kachru 1997) origin.
Download free PDF
View PDF
chevron_right
Decolonizing ESOL: Negotiating Linguistic Power in U.S. Public School Classrooms
Suhanthie Motha
Critical Inquiry in Language Studies, 2006
The year-long study that was the context for this article explored the complicated relationship among the shaping of ESOL as a school construct, the historical legacy of colonialism, and the contemporary influence of globalizing forces on the teaching of English worldwide and the lives of multilingual students enrolled in ESOL. In the context of a year-long critical feminist ethnography of four first-year teachers, this data-driven exploration examines each of three interconnected colonialist manifestations within the schools of the study: an embracing of the supremacy of English over other languages, related to the dominance within school walls of a monolingual model of identity; (2) an investment in keeping Self and Other dichotomous, reflected in a construction of the school category of ESOL as Other and deficit; and (3) the promotion of a White, NES, American norm and the consequent marginalization of ethnic minority, NNES, and immigrant status.
Download free PDF
View PDF
chevron_right
Doing justice: contemplating language and equity
Karen Starr
Download free PDF
View PDF
chevron_right
The Poetic and the Personal: Toward a Pedagogy of Social Equity in English Language Learning
John R. Baker
Patrick Bizzaro
Teaching English in the Two Year College, 2014
In this essay, two poets who have taught language learners in the United States and abroad argue for the use of personal writing, preferably poetry from students' home cultures, as a bridge to writing in academic genres. Social Equity in English Language Learning T his essay begins in the belief that, as a profession, we are rightly concerned "on both practical and theoretical grounds" with issues of social equity in our writing classrooms. Recently, the liberation of English language learners, not only in ESL classrooms but in composition classrooms as well, has been addressed (see Horner, Lu, and Matsuda; Thesen and van Pletzen). A central concern among scholars who have written on the subject is that students have been silenced culturally in their classrooms not only through the ongoing English-only obsession in the United States but also due to the use of the academic essay as the privileged school genre. The concern for social equity as central to ongoing resistance to the English-only movement in our schools is addressed in Cross-Language Relations in Composition by scholars who argue against the monolingual approach to English language instruction apparent in much composition practice and theory. We join those scholars in the belief that monolingual approaches to English language learning (ELL) undermine efforts to achieve social equality for English language learners and that the While it is, of course, possible for teachers and, more commonly, institutions to ignore students' complex self-identification in favor of neat categories, scholars and teachers are questioning the validity of doing so, on both practical and theoretical grounds.-Bruce Horner, "Introduction: From 'English Only' to Cross-Language Relations in Composition" In such a multilingual pedagogy of writing, we would treat the first language and culture as a resource, not a problem.-A. Suresh Canagarajah, "A Rhetoric of Shuttling between Languages" i172-187-Dec14-TE.indd 172
Download free PDF
View PDF
chevron_right
Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why
Sangeeta Bagga-Gupta
Journal of the European Second Language Association, 2017
Taking a point of departure in multidisciplinary research related to ethnicity, gender and functional dis/ability, this paper presents a conceptual framework where center staging languaging and identity-positionings are central. Building upon empirically framed results from ethnographical projects across timespaces, it discusses how languaging opens possibilities for discussing learning and identity-positionings that take place in and via the deployment of one or more language varieties and modalities. This is conceptually made possible by going beyond dominating, dichotomizing positions related to language, language learning methods, and the organization of language learning. The study argues that scholars inherit and live with dichotomizing positions within scholarship that in turn create specific framings for children and adults in institutions for learning. The paper discusses the case of research and the organization of language issues related to bilingualism and diversity education as specific instances of a dominating dichotomy. It illustrates how going beyond this dichotomy makes visible languaging and identity-positionings that open new ways of understanding participation and inclusion. Such a position builds upon critical humanistic thinking where sociocultural and decolonial framings are central. Going beyond the mainstream allows for new ways of conceptualizing research in the areas of language and identity where social practices are center staged. To make visible languaging thus implies that issues related to identity are focused in terms of performative processes.
Download free PDF
View PDF
chevron_right
Book Review Linguistic Justice Black Language Literacy Identity and Pedagogy RSQ
Alexis Mcgee
Linguistic Justice Black Language Literacy Identity and Pedagogy, 2021
In the words of Etta James, "At Last." April Baker-Bell's Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy is, indeed, the book that many of us have been waiting for-not just in rhetoric and composition, but also in education. In line with recent research on culturally sustainable classrooms and representation in education, this creative, thorough, and interdisciplinary text illuminates struggles many of us grapple with in our preK-12, undergraduate, or graduate classrooms today: multilingualism and antiracism. Struggling to incorporate antiracist practices and/or developing nurturing spaces for multilingualism in the classroom have been in the spotlight for decades. With increased awareness of social (in)justice due to Trump-era politicking and steadfast #BLM protests, antiracist work in (and on) the classroom shows no sign of slowing down or fading into the background. In fact, the Student's Rights to Their Own Language (SRTOL) statement is often used as a starting point for many scholarly debates. Even though the 1974 statement shows its age, the idea put forth by the statement-that there is no one "right" language-is still, unfortunately, a contested approach to teaching. So, what can Linguistic Justice offer us now if these issues are concerns that practitioners (hopefully) BIN addressing? To answer, Linguistic Justice broaches post-SRTOL conversations by provoking theoretical questions of language solidarity, racism, and "linguistic appropriation" (13) in rich and unique ways. As such, this text ushers in renewed debates about code-switching pedagogy and advancing a socially just praxis, grounded in sociolinguistics and Black rhetorics, for everyone to understand. With praise from Valerie Kinloch and Geneva Smitherman to start the conversation, Linguistic Justice presents a dynamic case for how language can dismantle inherited racist practices in the classroom and communities. Drawing on foundational works from Smitherman, Elaine Richardson, Lisa Green, H. Samy Alim, John Baugh, as well as John and Russell Rickford, Baker-Bell continues fighting for the validation of Black life, Black culture, and Black language. Overall, Baker-Bell's book is by turns poignant in its reflections on language and racism and brilliantly synthetic, weaving together foundational work in Black rhetorics. The writing is clear and engaging-not to mention detailed and applicable-which makes reading this short text a pleasure. Linguistic Justice not only seamlessly continues other Black scholar-activists' calls for reclamation, but it also pushes the bounds of the conversation-asking what does it mean to "code-switch" and what gets lost in such practices of appeasement? At the heart of this work, Baker-Bell asserts that the solipsistic ideologies transferred through the teaching of a "standard" or "right" way to communicate in English is actually an extension of other tacit, racist oppressive social functions. Teaching, then, has the ability to change the cultural game; how we approach language, identity, and power in classrooms has ripple effects beyond a single course. Baker-Bell says this loud, clear, and often across all chapters of this book: "My point is that we can't be out here using these mediocre and problematic measures of success that only legitimates a white status quo [.. .] that is tethered to the death of blackness and Black Language" (30). Indeed. Her call-to-action mirrors Linguistic Justice's main argument, which is, "Instead of perpetuating linguistic racism in classrooms, language arts teachers should engage their students in critical questioning by asking questions [.. .] [that] show how language is loaded with power" (81). Through six chapters studded with images, charts, and teaching resources, Linguistic Justice admirably shows readers how they might combat long-standing racist practices in the teaching of rhetoric and composition. Chapter one provides the backdrop for Linguistic Justice, positioning Baker-Bell's work as an extension of her own personal and professional evolution. This chapter also describes many of the
Download free PDF
View PDF
chevron_right
Perceiving and Problematizing 'Invisibility' in English Language Education and Criticality: A Duoethnographic Dialogue
Madoka Hammine
2022
The dominant social, political and educational narrative of 'homogeneous Japan' has been both perpetuated and challenged by individuals and groups inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan's history as a site of movement, change, diversity and hybridity. Collectively, these efforts have led to documentation of the diverse ways people negotiate being, becoming and belonging as 'Japanese' and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative (e.g., Willis & Murphy-Shigematsu, 2008). The following article presents two researcher-practitioners employing duoethnographic inquiry (Sawyer & Liggett, 2012; Sawyer & Norris, 2013) to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors identify and discuss one key concern: in limiting their scope to addressing 'essentialized and idealized nativeness in English' in (albeit in ever-complexified ways), dominant, critically-oriented approaches to theory, research and teaching have rendered individuals' broader negotiations of identity and community membership, and lived experiences with privilege and marginalization in Japanese society, 'invisible.' The authors invite readers to engage with the dialogue herein and reflect on what frames their own 'seeing' (Lather, 1993).
Download free PDF
View PDF
chevron_right
This article was downloaded by: [Orta Dogu Teknik Universitesi]
On: 09 March 2015, At: 14:28
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK

Critical Inquiry in Language
Studies
Publication details, including instructions for
authors and subscription information:

Conceptualizing and
Confronting Inequity:
Approaches Within and New
Directions for the “NNEST
Movement”
a b
Nathanael Rudolph , Ali Fuad Selvi & Bedrettin
Yazan
Mukogawa Women's University, Japan
Middle East Technical University, Northern Cyprus
Click for updates Campus, Cyprus
University of Alabama,
Published online: 09 Mar 2015.

To cite this article: Nathanael Rudolph, Ali Fuad Selvi & Bedrettin Yazan (2015)
Conceptualizing and Confronting Inequity: Approaches Within and New Directions
for the “NNEST Movement”, Critical Inquiry in Language Studies, 12:1, 27-50, DOI:
10.1080/15427587.2015.997650

To link to this article: http://dx.doi.org/10.1080/15427587.2015.997650

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the
information (the “Content”) contained in the publications on our platform.
However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness,
or suitability for any purpose of the Content. Any opinions and views
expressed in this publication are the opinions and views of the authors, and

are not the views of or endorsed by Taylor & Francis. The accuracy of the
Content should not be relied upon and should be independently verified with
primary sources of information. Taylor and Francis shall not be liable for any
losses, actions, claims, proceedings, demands, costs, expenses, damages,
and other liabilities whatsoever or howsoever caused arising directly or
indirectly in connection with, in relation to or arising out of the use of the
Content.

This article may be used for research, teaching, and private study purposes.
Any substantial or systematic reproduction, redistribution, reselling, loan,
sub-licensing, systematic supply, or distribution in any form to anyone is
expressly forbidden. Terms & Conditions of access and use can be found at
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Critical Inquiry in Language Studies, 12(1):27–50, 2015
Copyright q Taylor & Francis Group, LLC
ISSN: 1542-7587 print/1542-7595 online
DOI: 10.1080/15427587.2015.997650

CONCEPTUALIZING AND CONFRONTING INEQUITY:
APPROACHES WITHIN AND NEW DIRECTIONS FOR THE
“NNEST MOVEMENT”

NATHANAEL RUDOLPH
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Mukogawa Women’s University, Japan
ALI FUAD SELVI
Middle East Technical University, Northern Cyprus Campus, Cyprus
BEDRETTIN YAZAN
University of Alabama

This article examines inequity as conceptualized and approached within and
through the non-native English speakers in TESOL (NNEST) “movement.”1
The authors unpack critical approaches to the NNEST experience,
conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then
explore postmodern and poststructural approaches to identity and inequity
that problematize dichotomies, and the implications such approaches might have
for addressing inequity and cultivating inclusivity in English language
teaching.

Introduction

In the field of English language teaching (ELT), there is an
ongoing debate, both critical and practical in nature, related to
how language ownership, use, and instruction are conceptual-
ized. Critically-oriented scholarship contends that at present, “the

Within the TESOL International Association, NNEST stands for “Non-native
English speakers in TESOL” (NNEST Interest Section [IS], 2014b). The NNEST
movement refers to the critically-oriented groundswell of scholarship and professional
activity addressing inequity and the status of “non-native” English speaking teachers,
extending beyond the confines of organizational affiliation. Through discussing the
TESOL-specific institutionalized movement, the authors conceptualize and frame the
contents of this paper in a manner that extends beyond organization-specific activities.
Correspondence concerning this article should be addressed to Nathanael Rudolph,
Mukogawa Women’s University, 6–46 Ikebiraki-cho, Nishinomiya, Hyogo 663-8558, Japan.
E-mail:
[email protected]
27

28 N. Rudolph et al.

native speaker (NS) construct,”2 which places ownership
(Widdowson, 1994) of English and default expertise (Canagar-
ajah, 1999) in the hands of an idealized NS (Chomsky, 1965),
continues to serve as the “bedrock of transnationalized ELT”
(Leung, 2005, p. 128) and of second language acquisition (SLA)
theory and research (e.g., Firth & Wagner, 1997; Jenkins, 2006a).
This idealized NS acts as the universal linguistic and cultural
target for acquisition, use, and instruction regardless of language
teaching and learning context (e.g., Canagarajah, 2007; Leung,
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

2005; Medgyes, 1994;). It thereby influences approaches to
pedagogical theory and research, academic publishing, materials
development and production, assessment tools, teacher edu-
cation, and hiring practices (e.g., Braine, 2010; B. B. Kachru,
1992; Nayar, 1997; Selvi, 2010). The NS has been conceptualized
(critically and otherwise) within the literature and field of ELT as
Caucasian, Western, and often male (e.g., Amin, 1997, 1999;
Braine, 2010; Kubota, 1998, 2002, 2011; Kubota & Lin, 2009;
Motha, 2006), privileging what Widdowson (2003) calls a “self-
selected elite” of language users and professionals.
In the past few decades, however, researchers drawing upon
sociocultural, postcolonial and postmodern theory have been
pushing for a move beyond the NS construct in ELT, for reasons
concomitantly critical and practical (e.g., Canagarajah, 1999,
2007; Firth & Wagner, 1997; Jenkins, 2005, 2006b; B. B. Kachru,
1985, 1992; Norton, 1997, 2000, 2010; Norton Peirce, 1995;
Pennycook, 1994, 1999; Phillipson, 1992; Widdowson, 1994, 1998,
2004). Around the globe, English is regularly used by
approximately two billion individuals (Crystal, 2012). English
has been and is being nativized by individuals within the former
colonies of English-speaking nations, leading to the emergence
of a wide variety of World Englishes (B. B. Kachru, 1985, 1992;
Y. Kachru, 2005; Rajadurai, 2005). English is being owned and
employed in and across a plethora of contexts, by a diverse
population of users hailing from varying linguistic, cultural,
national, and ethnic backgrounds (Canagarajah, 2006a, 2006b,
2006c, 2007; Jenkins, 2006a, 2006b; McKay, 2005, 2010;

This “NS construct” is also referred to in other manners, such as the NS-as-target
framework (Y. Kachru, 2005), and the “Standard English” (SE) framework (e.g., Davies,
2003).

Conceptualizing and Confronting Inequity 29

Seidlhofer, 2004). As a result, scholars have challenged main-
stream conceptualizations of the ownership and use of English,
the prioritization of linguistic and cultural knowledge for
acquisition and how such knowledge might be assessed, and
therefore who might be imagined as a valid speaker and instructor
of English (Alptekin, 2002; Canagarajah, 1999, 2007; Firth, 2009;
Lowenberg, 1993, 2000; Norton, 2010; Widdowson, 1994, 2004).
In addition, critically oriented scholarship has argued for a move
beyond conceptualizations of English instruction grounded in
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

the NS construct, as such approaches overlook or purposefully
ignore the vast array of contextualized uses of English around the
globe (Alptekin, 2002; Braine, 2010; Canagarajah, 2006a, 2006b;
Leung, 2005; Leung & Lewkowicz, 2006; Seidlhofer, 2004).
Critical approaches to ELT have additionally attended to
“non-native English speaker teacher” (NNEST) experiences
negotiating the perpetuated power of the NS construct (e.g.,
Braine, 1999b, 2010; Kamhi-Stein, 2004; Llurda, 2005; Mahboob,
2010). Attention to the lived experiences of NNESTs has evolved
into the NNEST movement: scholarship and professional
activities that seeking to identify and address inequity in the
field of ELT, in order to “create a nondiscriminatory professional
environment for all TESOL members regardless of native
language and place of birth” (NNEST-IS, 2014a).
This article examines how inequity has been conceptualized
and approached within the NNEST movement. The authors first
seek to unpack approaches to the NNEST experience that have
been critically constructed via the use of binaries (NS/NNS;
NEST/NNEST), and how activism, awareness, and advocacy
(Selvi, 2009) have been understood as a result. The authors
then explore postmodern and poststructural approaches to
identity and inequity that, both within and beyond ELT,
problematize the use of critically oriented binaries and argue
for a reconsideration of the nature and location of “inside” and
“outside” and “us” and “them” as constructed at the confluence
of glocalized discourses of identity in each given context. The
authors then discuss the implications that re-conceptualizing
identity and inequity from a poststructural approach may
have for the purpose and direction of the NNEST movement
both in the manner it addresses inequity and inclusivity in
globalized ELT.

30 N. Rudolph et al.

Origins and Orientations of the NNEST Movement

Birth and Growth of the NNEST Movement

The formal history of the NNEST movement traces its inception
to a 1996 colloquium organized by George Braine titled, “In Their
Own Voices: Non-Native Speaker Professionals in TESOL”
(Braine, 1999c).3 The colloquium led to a proposal for the
formation of an NNEST Caucus, which transpired two years later
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

(Braine, 1999c). Establishment of an NNEST entity in the TESOL
International Association, planted the seeds for local organiz-
ations to follow similar paths and establish smaller scale entities.
As a result, CATESOL (California’s TESOL affiliate) created its
Non-Native Language Educators’ Issues Interest Group in 1999,
followed by WATESOL (Washington Area TESOL affiliate)
creating the NNEST Caucus in 2004. In the meantime, the
TESOL International Association passed two resolutions:
a “TESOL Statement on Nonnative Speakers of English and
Hiring Practices” (TESOL, 1992) and a “Position Statement
against Discrimination of Nonnative Speakers of English in the
Field of TESOL”4 (TESOL, 2006). As a result both of interest in
better publicizing the NNEST movement, and TESOL’s termin-
ation of the Caucus system, the NNEST Caucus became an
Interest Section (IS) in 2008 (Brady, 2008).
According to Braine (1999c), the NNEST Caucus/IS, open to
all speakers of English, has four overarching goals (generally
shared by CATESOL and WATESOL): 1) to create a nondiscri-
minatory professional environment for all TESOL members
regardless of native language and place of birth, 2) to encourage
the formal and informal gatherings of nonnative speakers at
TESOL and affiliate conferences, 3) to encourage research and
publications on the role of nonnative speaker teachers in ESL and

Indeed, NNEST-related “Awareness, Advocacy and Activism” (Selvi, 2009), whether
formal or informal, may occur at the grassroots level.
Other pertinent reactions to discriminatory practices in language teaching and
learning include the “American Association for Applied Linguistics (AAAL) Resolution
against Discrimination on the Basis of Accented Speech,” ratified in February of 2011, and
The Association of British Columbia Teachers of English as an Additional Language
(BCTEAL) position paper, “Statement Against Discrimination on the Grounds of
Nationality, Ethnicity or Linguistic Heritage” (2014).

Conceptualizing and Confronting Inequity 31

EFL contexts, and 4) to promote the role of nonnative speaker
members in TESOL and affiliate leadership positions. Mahboob
(2010) notes that two of these goals (2 and #4) sought to address
NNEST-related “status and position,” while the other two (#1 and
#3) approach “advocacy” (p. 7). Ultimately, these efforts have
contributed to the ongoing conceptualization of an “NNEST
lens” through which the NNEST experience might be
approached, for reasons both critical and practical (Mahboob,
2010).
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

In his article announcing the formation of the NNEST
Caucus, Braine (1999c) argued for the necessity of establishing an
institutionalized structure to confront the NS fallacy (Phillipson,
1992), or the belief that native speakers are the most capable, and
therefore valuable, teachers. In addressing the NS fallacy, and by
proxy the NS construct, the NNEST movement sought to
challenge the discourses of native speakerism (Holliday, 2005,
2006). Holliday (2006) defines native speakerism as “a pervasive
ideology within ELT, characterized by the belief that ‘native-
speaker’ teachers represent a ‘Western culture’ from which spring
the ideals both of the English language and of English language
teaching methodology” (p. 385). Holliday (2006) views this native
speakerism as a regime of truth (Foucault, 1984) embedded
within globalized ELT, both appropriated and challenged by
stakeholders around the world in different degrees.
Some authors, including Menard-Warwick (2008) and
Rudolph (2012), argue that critically oriented NNEST-related
scholarship, grounded in the premise that the NS construct is a
universal regime of truth, has sought to apprehend the
marginalizing effects of the NS construct upon NNESTs via a
critically oriented set of binaries: NS/NNS and NEST/NNEST.
Within such NNEST literature, marginalization manifests in the
“unprofessional favoritism” (Medgyes, 2001) shown to NESTs in
contexts around the world, often giving rise to hiring
discrimination (Clark & Paran, 2007; Flynn & Gulikers, 2001;
Moussu, 2006; Selvi, 2010). Consequently, scholarship has
documented the difficulties that NNESTs have faced in terms of
finding jobs both in EFL and ESL settings (Braine, 1999b, 2010;
Mahboob, 2010; Mahboob & Golden, 2013), and the privileging
of NESTs in contexts around the globe (Braine, 1999b;
Canagarajah, 1999). Furthermore, according to various scholars,

32 N. Rudolph et al.

native speakerism has resulted in, “I-am-not-a-native-speaker
syndrome” (Suarez, 2000) or “impostor syndrome” (Bernat,
2009) on the part of many NNESTs. These teachers may view their
own linguistic proficiency in English and professional worth
negatively, in accordance with the NS construct (Braine, 2010).
NNESTs’ validity as ELT professionals may be questioned by
themselves, their colleagues, students, supervisors as well as
students’ parents (e.g., Amin, 1997; Canagarajah, 1999; Liu, 1999;
Matsuda, 2003). This may lead NNESTs to believe that they are
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

not “qualified” enough to work as instructors of English (A´ rva &
Medgyes, 2000; Kamhi-Stein, Lee, & Lee, 1999; Liu, 1999; Reves &
Medgyes, 1994). In addition, NNESTs may travel to Western,
English-speaking countries to study and gain some semblance of
authority (Braine, 2010). Even with such training, NNESTs face
difficulties in finding employment, because their professional
standing, as researchers and teachers, is denigrated by nature of
their identities and origins (Canagarajah, 1999). In addition,
according to the literature, NNESTs may come to serve as
“gatekeepers” (Widdowson, 1994), acting as mediators between
the world of the NS and that of their students, though as NNESTs
they are yet deficient as measured against the yardstick of the
idealized NS (Leung, 2005; Nelson, 1985).

Theoretical Underpinnings of the NNEST Movement

As a response to the well-entrenched misconception that NESTs
can make better teachers, some scholars have argued that
NNESTs are also able to become effective teachers from whom
both ESL and EFL students can benefit, as they possess unique
characteristics or advantages that make them superior over NESTs
in certain areas of English instruction (e.g., Medgyes, 1994, 2001).
In other words, they underscore that bearing the bio-develop-
mental feature of nativeness in English is not a pre-requisite for
becoming an effective teacher of English. This has resulted in the
often-held belief that each group of teachers has their own
strengths and challenges in certain areas, mostly attributed to
their linguistic capacities, and that neither one is superior over
the other (e.g., Mahboob, 2005, 2010). Medgyes (2001) argues,
for example, that “the bright side of being a non-NEST” is that

Conceptualizing and Confronting Inequity 33

NNESTs can (1) provide a better learner model, (2) teach
language-learning strategies more effectively, (3) supply more
information about the English language, (4) better anticipate and
prevent language difficulties, (5) be more sensitive to their
students, and (6) benefit from their ability to use the students’
mother tongue (p. 436).
In their state-of-the-art article examining NNEST-related
issues and inquiry, Moussu and Llurda (2008) note that “all work
based on the study of NNS teachers is implicitly accepting the
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

separation between NSs and NNSs” (p. 318). Such scholarship is
largely confronting a native speakerism wherein the “native
speaker” is subject and “nonnative” speaker is object (Houghton
& Rivers, 2013a). From this perspective, the NNEST movement is
therefore confronting a native speakerism that:

. is Western in origin;
. is ubiquitous and largely uniform in nature, though there is
variation in terms of how it is employed and challenged;
. flows from global ELT into contexts around the world;
. privileges “native speaker teachers” and marginalizes “non-
native speaker teachers”; and
. facilitates a common “NNEST experience” as a result of its
nature and origin.

Moussu and Llurda (2008) contend that “a significant body of
the literature on non-native speakers has been devoted to
showing the inappropriateness of using a dichotomy approach by
which NSs and NNSs are viewed as two opposing and clearly
separated constituencies” (p. 317). Indeed, the movement has
both contributed to and drawn from the literature seeking to re-
conceptualize the essentializing categories/loaded terms of
“native” and “non-native” (e.g., Cook, 1999; Faez, 2011a, 2011b;
B. B. Kachru, 1992; Lee, 2004; Melchers & Shaw, 2003;
Modiano, 1999; Paikeday, 1985; Rajadurai, 2005; Rampton,
1990; Swales, 1993). Mahboob (2010) states that NNEST-specific
scholarship seeks to re-conceptualize language ownership and
therefore who might be legitimate teacher of English, and to
acknowledge varieties of Englishes, and the necessity of
contextualizing views of language ownership, use, and instruc-
tion; goals such scholarship shares in common with World

34 N. Rudolph et al.

Englishes inquiry.5 As such, NNEST work has also noted that
NESTs from countries such as India and Singapore are often
perceived as less credible and competent than their counterparts
from the Center, which “legitimize[s] this dominance of Center
professionals/scholars” (Canagarajah, 1999, p. 85). As Braine
(1999a) argues, “ironically, the discrimination is spreading to
NSs as well. Some [institutions in Asian countries] insist on
having teachers with British accents at the expense of those with
American or Australian accents” (p. 26). While acknowledging
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

that dichotomies (NS/NNS and NEST/NNEST) are over-
simplified constructions failing “to adequately capture the
range and complexity” of identities individuals negotiate (Faez,
2011a, p. 246), work grounded in the above conceptualization
of native speakerism nevertheless retains these binaries in
order to apprehend the NNEST experience (e.g., Moussu &
Llurda, 2008).

Re-Conceptualizing “Inside” and “Outside,” “Us” and “Them”

Recently, scholars have arrived at questioning the way in which
identity is critically conceptualized within the field of ELT (e.g.,
McKay & Wong, 1996; Miller, 2004; Morgan, 2004; Norton, 1997,
2000, 2010; Norton Peirce, 1995). Scholars including Higgins
(2003), Menard-Warwick (2008), Motha, Jain, and Tecle (2012),
Park (2008, 2012), and Rudolph (2012, 2013a) contend that the
NS/NNS and NEST/NNEST dichotomies fail to allow conceptual
and descriptive space for learner, user, and teacher experiences
negotiating translinguistic and transcultural identities, resulting
in the obfuscation and/or neglecting of their lived experiences.
Menard-Warwick (2008) contends, for instance, that:

the NNEST/NEST dichotomy remains the most prevalent way of
theorizing teacher identity in TESOL. This scholarship represents a
commendable attempt to get away from the “colonial legacy” of the “native

Mahboob (2010) also notes the influence of critical approaches to applied linguistics
upon conceptualizations of power and equity within the NNEST movement. He contends
that “the critical turn in applied linguistics research showed how both the creation of
knowledge in applied linguistics and the application of that knowledge in classrooms and
other contexts privileges native speakers of English” (p. 7).

Conceptualizing and Confronting Inequity 35

speaker fallacy” (Morgan, 2004, p. 172), but teachers’ cultural,
intercultural, national, and transnational identities remain
undertheorized. (p. 620)

Such scholarship alludes to the fact that the agency of individuals,
whether “native” or “non-native,” is stripped away with essentia-
lizations of their ongoing, contextualized negotiations of identity
(e.g., Rudolph, 2012). These assertions are largely fueled and
driven by post-modern, and in particular, poststructural theory,6
underpinned by ontological and epistemological commitments
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

including:

. a negation of objective reality and universal “truths” (e.g.,
Bredo, 2006; Lather, 1991, 1993);
. a belief that language “is not conceived of as a neutral medium
of communication, but is understood with reference to its
social meaning” (Norton, 2010, p. 350), and that language is
situated in dialogue, with meaning negotiated and constructed
with others; words are inscribed with power and values (e.g.,
Bakhtin, 1981). As with spoken language, written text is
inseparable from the sociohistorical context in which it has
been produced, and is incomplete (e.g., Bazerman, 2004).
This approach to language challenged the structuralist
approach to language largely connected to the work of de
Saussure (1966, 1983);
. a challenging of the positivistic, essentialized, modern “self ”
(e.g., Haraway, 1991; Lather, 1991). Experience and reality are
“relational, temporal and continuous” (Clandinin & Rosiek,
2007, p. 44); and
. a belief that identity is socio-historically negotiated at the
interstices of “discourses” (e.g., Bhabha & Appignanesi, 1987;
Haraway, 1991; Norton, 2010). Discourses are “systems of
power/knowledge (Foucault, 1980) that regulate and assign
value to all forms of semiotic activity” (Morgan, 2007, p. 1036).
In exploring discourse(s), poststructuralism often draws upon

Agger (1991) articulates the difficulty of cleanly separating postmodernism from
poststructuralism, noting the “substantial overlap” between the two that focuses on
“aversion to clean Positivist definitions and categories” (p. 112). Agger (1991) describes
postmodernism as a “theory of society, culture and history” and poststructuralism as a
“theory of knowledge and language” (p. 112).

36 N. Rudolph et al.

Foucault’s (1984) conceptualization of the relationship
between knowledge and power. Power, according to Foucault
(1984), shapes societal views of what is “normal” and
acceptable, via the construction, maintenance and perpetu-
ation of “regimes of truth” in a society. These “regimes of
truth,” constructed by social, cultural and political discourses,
seek to define the nature of “truth,” how “truths” are
distinguished and scrutinized, and who is empowered to do
so (Foucault, 1984).
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Poststructural inquiry seeks to “deconstruct” discourse in the
interest of examining its origin and structure in terms of
“cultural,” social, and political contexts (Derrida, 1976). Such
inquiry approaches identity with a desire of apprehending “where
it comes from and how it functions” (Peters & Humes, 2003,
p. 111). Additionally, poststructural scholarship attends to
positionality (Peters & Humes, 2003), valuing the need to “reflect
on how one is inserted in grids of power relations and how that
influences methods, interpretations, and knowledge production”
(Sultana, 2007, p. 376).7 Poststructural inquiry also attempts to
approach the agency that individuals employ in their socio-
historically situated negotiation of identity (e.g., Bhabha, 1996;
Peters, 2004; Rudolph, 2013b).
From a poststructuralist perspective, national, ethnic,
cultural, and linguistic borders of “us” and “them,” “inside” and
“outside,” are established by dominant discourses both local and
global in nature (e.g., Bhabha, 1994). These borders are policed
by border patrols (Fine et al., 2007) consisting of individuals,
entities, and mechanisms seeking to perpetuate constructed
truths. The negotiation of identity, from a poststructuralist
perspective, is dynamically conducted in the “in-between spaces”
(Bhabha, 1996) of localized and globalized discourses of being
and becoming (e.g., Kramsch, 2012; Morgan, 2004, 2007; Motha,
Jain, & Tecle, 2012; Norton, 2000, 2010; Rudolph, 2012).
In negotiating these discourses and asserting agency, individuals
are constructing borderland spaces of identity (Anzaldu´a, 1987).

For the researcher, this is the practice of self-reflexivity (e.g., Hesse-Biber, 2007; Lather,
1986; Lenzo, 1995).

Conceptualizing and Confronting Inequity 37

Poststructuralism in Action: Conceptual Examples From Japan

What does a poststructuralist (world)view mean to us in our quest
to understand/conceptualize the NNEST movement? Attention
to English teachers’ ongoing negotiation of linguistic and cultural
identity has brought under scrutiny the nature and origin of the
NS construct and of native speakerism as earlier conceptualized
by Holliday (2005, 2006). One example comes in the form of a
post-structuralism-informed narrative inquiry exploring the lived
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

experiences of four Japanese professors of English negotiating
translinguisitic and transcultural identity and challenging native
speakerism in the Japanese context (Rudolph, 2012). “Native
speakerism,” as constructed by the participants in the study, is not
simply the privileging of a select group of NSs of English and the
marginalization of Japanese NNESTs, but rather:

1. is a product of the interaction between globalized ELT and
local society (Japan);
2. relates to how local societies define “us” and “them,” and
“inside” and “outside,” involving borders of gender, ethnicity,
nationality, professional role, linguistic and cultural authority,
and cultural behavior and expectations;
3. defines “Japaneseness” and the ownership of the Japanese
language and Japanese culture;
4. defines who Japanese learners, users, and instructors of
English can and/or should be or become;
5. constructs a category of wherein idealized “native speakers”
are located and even confined; and
6. limits and/or eliminates space for NSs who do not fit the
image of the idealized NS as locally constructed, as well as for
non-Japanese, who are neither native speakers of Japanese nor
English.

Rudolph (2012) contends the NS construct is glocal (e.g., Lin et al.,
2002) in nature and origin, involving local and global discourses of
identity defining inside and outside (whether in terms of being a
“native speaker” of Japanese or of English). Native speakerism,
Rudolph (2012) argues, is similarly constructed, limiting and
eliminating space for those who do not fit constructions of an
idealized native speaker, whether of Japanese or English. Native

38 N. Rudolph et al.

speakerism is multi-directional and multi-locational, potentially
flowing from (a) Japanese to other Japanese, (b) Japanese to
“other NNESTs,” (c) Japanese to idealized NS, (d) Japanese to
NSs who do not fit the image of the idealized NS, and (e) by NS
to NS who does not fit local descriptions of the idealized NS. Native
speakerism can relate as much to Japaneseness and ownership of
the Japanese language and culture as it can to the ownership of
English and the nature of the idealized native speaker of such.
Another example can be found in a volume edited by
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Houghton and Rivers (2013b) entitled Native Speakerism in Japan.
In framing the contents, Houghton and Rivers (2013a) concep-
tualize native speakerism as one of many “-isms” (e.g., racism or
sexism), or discourses of prejudice, that are chauvinistic in nature
(p. 2). These discourses of prejudice intertwine in context-specific
ways to create “Other” in intergroup dynamics in language
education (pp. 2–3). In the case of Japan, for instance, discourses
of chauvinism within society intersect to place boundaries around
who NSs of English “are” (e.g., in terms of race, nationality,
gender), who these NSs might be or become as English users and
instructors, and the roles they might and/or should play in
language education in the Japanese context (Houghton & Rivers,
2013a; Rivers & Ross, 2013). This stands in contrast to Holliday’s
(2005, 2006) formulation of native speakerism, wherein the
discourse flows from the West, is situated in global ELT and
exclusively privileges the “native speaker.” In the book, Houghton
and Rivers (2013a) critique Holliday’s (2005) formulation of native
speakerism and, in doing so, propose revisions to the concept that
are critically oriented and “grounded in respect for human rights”:

Native-Speakerism is prejudice, stereotyping and/or discrimination,
typically by or against foreign language teachers, on the basis of either
being or not being perceived and categorized as a native speaker of a
particular language, which can form part of a larger complex of
interconnected prejudices including ethnocentrism, racism and sexism.
Its endorsement positions individuals from certain language groups as
being innately superior to individuals from other language groups.
Therefore native speakerist policies and practices represent a
fundamental breach of one’s basic human rights. (p. 14)

In the same volume, Holliday (2013) himself notably revisits the
concept of native speakerism. In his chapter, Holliday argues for a

Conceptualizing and Confronting Inequity 39

postmodern approach to approaching and deconstructing the
discourses of native speakerism that perpetuate the NS/NNS and
NEST/NNEST dichotomies, in the interest of creating the
potential for a more equitable ELT profession.
The ramifications of poststructural approaches to identity
necessitate the re-conceptualization of the NS construct, native
speakerism and how the NS fallacy manifests. Calling attention to
the dynamic negotiation of translinguistic and transcultural
identity cultivates the need to attend to the agency teachers
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

employ in their lived experiences, and the contextualized borders
teachers conceptualize and confront. This in turn fosters a need
to move beyond critical constructions of the NS/NNS and NEST/
NNEST dichotomies, however well-intended they are.
Furthermore, post-structural approaches to identity warrant a
reconsideration of how the NS construct is conceptualized.
Drawing upon the Japanese context as an example, the above
scholarship notes that the idealized NS of English is glocally
constructed concomitantly with the idealized NS of Japanese. The
construction of linguistic and cultural ownership extends beyond
English, both within a given society and the ELT situated therein.
In addition, the construction of “us” in relation to context, may
serve to both privilege and marginalize local members of a society.
As borders of “inside” and “outside” are constructed and patrolled
in terms of the idealized NS of English, so too are those of being or
becoming “Japanese.” Native speakerism, as a result, relates to the
glocal construction, maintenance, and perpetuation of discourses
of “inside” and “outside,” and “us” and “them.” Privilege and
marginalization are fluidly and contextually constructed. Space for
different ways of being and becoming a learner, user and teacher of
English is created and/or eliminated in the interplay of localized
and globalized discourses of identity (e.g., Rudolph, 2012; Park,
2012). A re-conceptualization of the NS construct, and of native
speakerism, therefore serves as a catalyst for a re-consideration of
the origin, nature and perpetuation of the NS fallacy.

Implications for the NNEST Movement

Re-conceptualizations of identity, the NS construct, native
speakerism, and the NS fallacy, implore those affiliated with the

40 N. Rudolph et al.

discourses of the NNEST movement to pause and reconsider
approaches to inequity in the field of ELT, wherever it may be
located and however it may manifest. In and through the
deconstruction of binary approaches to teachers’ lived experi-
ences, with new focus on their negotiation of translinguistic and
transcultural identity, we can apprehend accounts of the fluid
complexity of privilege and marginalization, and construction of
“us” and “them,” “inside” and “outside,” in more contextual
detail. This stands in contrast to the conceptualizing of a largely
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

uniform “NNEST experience” through critically-constructed
binaries, which may result in the essentialization and decontex-
tualization of teachers’ experiences. Essentialization and decon-
textualization may result in oversimplifying the issues such
teachers face, confounding approaches to addressing such issues,
and ultimately rendering efforts and raising awareness and
transforming the field ever more challenging. Continued
accounts of the lived experiences of teachers’ negotiations of
borders and border crossing, would serve to provide a finer lens
and more inclusive approach to how dominant discourses of
identity create, limit and eliminate space for users and teachers of
English. Attention to the contextualized interaction of global and
local discourses of identity, would in turn equip the movement to
address the local in the global (e.g., Block & Cameron, 2002;
Canagarajah, 2005), in terms of approaching inequity.
If the NNEST movement attends to re-conceptualized views
of the NS construct, native speakerism and the NS fallacy, we
assert that it will in turn face the ongoing issue of learner, user and
teacher nomenclature, and very specifically, with regard to formal
professional activities (e.g., “the NNEST movement”; the NNEST-
IS). We contend that in working in the interest of a vision for
creating “a nondiscriminatory professional environment for all
TESOL members regardless of native language and place of
birth” (NNEST-IS, 2014a), and in doing so, accounting for
contextualized privilege and marginalization in the field of ELT,
nomenclature within the movement would necessarily reflect a
shift in worldview. This would not be a shift away from “NNEST”
issues, but rather a further move toward the creation of space for
innovation, incorporation, collaboration, and inclusivity within
the field of ELT. Such action would also involve a conceptual and
practical extension beyond organizational affiliation, in the

Conceptualizing and Confronting Inequity 41

interest of continuing the cultivation of equity-related activism,
awareness and advocacy in scholarship, professional activities and
teaching contexts around the globe.
We assert that there is a final implication, relating to the
relationship between the “critical” and the “practical.” Around
the time of the creation of the TESOL NNEST Interest Section,
NNEST-IS chair Brock Brady (2008) posited that NNEST-related
outreach, “is less about discrimination (although that certainly is
still as concern) and more about working across specializations
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

and coming to terms with English as a Lingua Franca” (p. 1).
We would argue that addressing inequity and fostering context-
sensitive, glocally constructed approaches to practice, are
inseparably intertwined. In seeking to move beyond decontex-
tualized, NS-centric, approaches to ELT, critical inquiry is
challenging dominant, glocalized discourses of what might be
prioritized and taught, and who might teach. Such inquiry is
challenging borders of being and doing, in terms of language
ownership, teaching and use. Postmodern and post-structural
scholarship, in particular (e.g., Canagarajah, 2007, 2013;
Kramsch, 2006, 2008; Kramsch & Whiteside, 2008), is re-
imagining how interaction manifests in a world characterized by
flows of people, information, money, goods and technology
(Appadurai, 2000); of linguistic, cultural, national, ethnic, and
academic border crossing. Scholars are therefore arguing for the
necessity of drawing upon teachers’ and learners’ translinguistic
and transcultural identities and lived experiences, in equipping
learners for glocal interaction (e.g., Canagarajah, 2013; Kubota,
2013; Menard-Warwick, Heredia-Herrera, & Soares Palmer, 2013;
Motha, Jain, & Tecle, 2012; Risager, 2007). Going further in
approaching contextualized language teaching, Kubota (2013)
argues for the necessity of interrogating the glocally constructed
equation of “preparation for glocal interaction” with “English
language instruction,” however contextualized it might be.
Kubota’s work challenges inquiry, practice and professional
preparation in the field of ELT to attend holistically to the
linguistic and sociocultural knowledge and skills implicated in
contextualized, glocal interaction, and to re-imagine glocal
interaction, conceptually and practically, as a result. Indeed, we
would argue, conceptualizing and approaching the fluidity of
privilege and marginalization, and the creation, limitation and/

42 N. Rudolph et al.

or elimination of learner, user and instructor space for being and
doing both with and beyond the classroom, is inextricably
connected to moving beyond the glocal discourses of native
speakerism, and towards practice “more appropriate to the
demands of a global, decentered, multilingual and multicultural
world, more suited to our uncertain and unpredictable times”
(Kramsch, 2008, pp. 405 – 406).
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Conclusion

The historical problematization of “inside” and “outside,” “us”
and “them” resulting from the efforts of scholars addressing
NNEST issues, has contributed much to apprehending privilege
and marginalization as it relates to the experiences of
stakeholders in ELT around the globe. We believe that as critical
approaches to identity, and to the NS construct, native
speakerism, and the NS fallacy, continue to evolve, so too must
approaches to conceptualizing inequity within the NNEST
movement. This will maximize the ability of critically-oriented
scholarship to better conceptualize and challenge discourses of
identity flowing into and out of the field of ELT that create and/
or eliminate space for being and becoming.

References

Agger, B. (1991). Critical theory, poststructuralism, postmodernism: Their
sociological relevance. Annual Review of Sociology, 17, 105 – 131.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT.
ELT Journal, 56(1), 57– 64.
Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL
Quarterly, 31, 580 – 583.
Amin, N. (1999). Minority women teachers of ESL: Negotiating white English.
In G. Braine (Ed.), Non-native educators in English language teaching
(pp. 93 – 104). Mahwah, NJ: Lawrence Erlbaum.
Anzaldu´a, G. (1987). Borderlands/la frontera: The new Mestiza. San Francisco, CA:
Spinsters/Aunt Lute.
Appadurai, A. (2000). Modernity at large. Minneapolis, MN: University of
Minnesota Press.
´ rva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom.
System, 28, 355 –372.

Conceptualizing and Confronting Inequity 43

The Association of British Columbia Teachers of English as an Additional
Language. (2014). BC TEAL position statement against discrimination on the
grounds of nationality, ethnicity or linguistic heritage. Retrieved from https://www.
bcteal.org/wp-content/uploads/2014/04/May-2014-Position-Statements.
pdf
Bakhtin, M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin. Austin,
TX: University of Texas Press.
Bazerman, C. (2004). Intertextuality: How texts rely on other texts.
In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An
introduction to analyzing texts and textual practices (pp. 83– 96). Mahwah, NJ:
Lawrence Erlbaum.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Bernat, E. (2009). Towards a pedagogy of empowerment: The case of ‘impostor
syndrome’ among pre-service non-native speaker teachers (NNSTs) of
TESOL. English Language Teacher Education and Development Journal, 11, 1– 11.
Bhabha, H. K. (1992). The world and the home. Social Text, 31 – 32, 141 – 153.
Bhabha, H. K. (1994). The location of culture. London, UK: Routledge.
Bhabha, H. K. (1996). Culture’s in-between. In S. Hall & P. du Gay (Eds.),
Questions of cultural identity (pp. 53– 60). London, UK: Sage.
Bhabha, H. K., & Appignanesi, L. (1987). Identity: The real me (Vol. 6). London,
UK: Institute of Contemporary Arts.
Block, D., & Cameron, D. (2002). Introduction. In D. Block & D. Cameron
(Eds.), Globalization and language teaching (pp. 2 – 10). London, UK:
Routledge.
Brady, B. (2008). Growing recognition—the new non-native English speaking teaching
interest section. Retrieved from http://nnest.asu.edu/NewHistory.html
Brady, B. (2009). Message from the outgoing chair. NNEST Newsletter, 11(1),
Retrieved from http://www.tesol.org/read-and-publish/newsletters-other-
publications/interest-section-newsletters/nnest-newsletter/2011/10/27/
nnest-news-volume-11-1
Braine, G. (1999a). NNS and invisible barriers in ELT. History of the NNEST
Caucus. TESOL NNEST Caucus on-line newsletter. Retrieved from http://
nnest.asu.edu/NewHistory.html#interestsectionformed
Braine, G. (1999b). Non-native educators in English language teaching. Mahwah, NJ:
Lawrence Erlbaum.
Braine, G. (1999c). Nonnative English speakers in TESOL caucus formed.
TESOL Matters, 9(1), 1– 2.
Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and
professional growth. New York, NY: Routledge.
Bredo, E. (2006). Philosophies of educational research. In J. L. Green,
G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in
educational research (pp. 3 –31). Mahwah, NJ: Lawrence Erlbaum.
Canagarajah, A. S. (1999). Interrogating the “native speaker fallacy”: Non-
linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native
educators in English language teaching (pp. 145 – 158). Mahwah, NJ: Lawrence
Erlbaum.
Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice.
Mahwah, NJ: Lawrence Erlbaum.

44 N. Rudolph et al.

Canagarajah, A. S. (2006a). Changing communicative needs, revised assessment
objectives: Testing English as an international language. Language Assessment
Quarterly, 3, 229 –242.
Canagarajah, A. S. (2006b). Negotiating the local in English as a lingua franca.
Annual Review of Applied Linguistics, 26, 197 – 218.
Canagarajah, A. S. (2006c). TESOL at forty: What are the issues? TESOL
Quarterly, 40(1), 9– 34.
Canagarajah, A. S. (2007). Lingua franca English, multilingual communities,
and language acquisition. The Modern Language Journal, 91(5), 923 – 939.
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan
relations. New York, NY: Routledge.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry:
Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of
narrative inquiry: Mapping a methodology (pp. 35 – 75). Thousand Oaks, CA:
Sage.
Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers
of EFL: A UK survey. System, 35, 407 – 430.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL
Quarterly, 33, 185 – 209.
Crystal, D. (2012). English as a global language. Cambridge, UK: Cambridge
University Press.
Davies, A. (2003). The native speaker in applied linguistics. Edinburgh, Scotland:
Edinburgh University Press.
Derrida, J. (1976). Of grammatology (G. C. Spivak, Trans.). Baltimore, MD: Johns
Hopkins University Press.
de Saussure, F., Bally, C., Sechehaye, A., Riedlinger, A., & Baskin, W. (1966).
Course in general linguistics. New York, NY: McGraw-Hill.
de Saussure, F., & Riedlinger, A. (1983). Course in general linguistics. Peru, IL:
Open Court Publishing.
Faez, F. (2011a). Are you a native speaker of English? Moving beyond a simplistic
dichotomy. Critical Inquiry in Language Studies, 8, 378 – 399.
Faez, F. (2011b). Reconceptualizing the native/nonnative speaker dichotomy.
Journal of Language, Identity and Education, 10, 231 – 249.
Fine, M., Jaffe-Walter, R., Pedraza, P., Futch, V., & Stoudt, B. (2007). Swimming:
On oxygen, resistance, and possibility for immigrant youth under siege.
Anthropology & Education Quarterly, 38(1), 76 –96.
Firth, A. (2009). The lingua franca factor. Intercultural Pragmatics, 6(2),
147 – 170.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some)
fundamental concepts in SLA research. Modern Language Journal, 81,
285 – 300.
Flynn, K., & Gulikers, G. (2001). Issues in hiring nonnative English-speaking
professionals to teach English as a second language. CATESOL Journal, 13(1),
151 – 161.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972 –
1977. New York, NY: Pantheon Books.

Conceptualizing and Confronting Inequity 45

Foucault, M. (1984). The Foucault reader (P. Rabinow, Ed.). New York, NY:
Pantheon.
Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature.
London, UK: Routledge.
Hesse-Biber, S. N. (2007). The practice of feminist in-depth interviewing.
In S. N. Hesse-Biber & P. L. Leavy (Eds.), Feminist research practice. Thousand
Oaks, CA: Sage.
Higgins, C. (2003). “Ownership” of English in the outer circle: An alternative to
the NS-NNS dichotomy. TESOL Quarterly, 37, 615 – 644.
Holliday, A. (2005). The struggle to teach English as an international language.
Oxford, UK: Oxford University Press.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Holliday, A. (2006). Native-speakerism. ELT Journal, 60, 385 – 387.
Holliday, A. (2013). Native speaker teachers and cultural belief. In S. A. Houghton &
D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language
education (pp. 17–28). Bristol, UK: Multilingual Matters.
Houghton, S. A., & Rivers, D. J. (2013a). Introduction: Redefining native
speakerism. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan:
Intergroup dynamics in foreign language education (pp. 1– 16). Bristol, UK:
Multilingual Matters.
Houghton, S. A., & Rivers, D. J. (Eds.). (2013b). Native-speakerism in Japan:
Intergroup dynamics in foreign language education. Bristol, UK: Multilingual
Matters.
Jenkins, J. (2005). English as a lingua franca: Past empirical, present controversial,
future uncertain. Paper presented at RELC International Seminar, Singapore.
Jenkins, J. (2006a). Current perspectives on teaching World Englishes and
English as a lingua franca. TESOL Quarterly, 40(1), 157 –181.
Jenkins, J. (2006b). Points of view and blind spots: ELF and SLA. International
Journal of Applied Linguistics, 16, 137 –162.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The
English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.),
English in the world: Teaching and learning the language and literatures
(pp. 11 – 30). Cambridge, UK: Cambridge University Press.
Kachru, B. B. (1992). Teaching world Englishes. The other tongue. Urbana, IL:
University of Illinois Press.
Kachru, Y. (2005). Teaching and learning of World Englishes. In E. Hinkel (Ed.),
Handbook of research in second language learning and teaching (pp. 155 – 173).
Mahwah, NJ: Lawrence Erlbaum.
Kamhi-Stein, L. (2004). Learning and teaching from experience: Perspectives on
nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan
Press.
Kamhi-Stein, L., Lee, E., & Lee, C. (1999). How TESOL programs can enhance
the preparation of nonnative English speakers. TESOL Matters, 9(4), 1– 5.
Kramsch, C. (1997). The privilege of the nonnative speaker. PMLA, 112,
359 – 369.
Kramsch, C. (1998). Language and culture. Oxford, UK: Oxford University Press.
Kramsch, C. (2006). From communicative competence to symbolic competence.
The Modern Language Journal, 90, 249 – 252.

46 N. Rudolph et al.

Kramsch, C. (2008). Ecological perspectives on foreign language education.
Language Teaching, 41, 389 – 408.
Kramsch, C. (2012). Theorizing translingual/transcultural competence.
In Glenn S. Levine & Alison Phipps (Eds.), Critical and Intercultural Theory
and Language Pedagogy (pp. 15– 32). Boston, MA: Heinle.
Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings.
Towards a theory of symbolic competence. Applied Linguistics, 29, 645 – 671.
Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17, 295 – 306.
Kubota, R. (2002). The impact of globalization on language teaching in Japan.
In D. Block & D. Cameron (Eds.), Globalization and language teaching
(pp. 13 – 28). London, UK: Routledge.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Kubota, R. (2011). Learning a foreign language as leisure and consumption:
Enjoyment, desire, and the business of Eikaiwa. International Journal of
Bilingual Education and Bilingualism, 14, 473 – 488.
Kubota, R. (2013). “Language is only a tool”: Japanese expatriates working in
China and implications for language teaching. Multilingual Education, 3(1),
1– 20.
Kubota, R., & Lin, A. (2009). Race, culture, and identities in second language
education: Exploring critically engaged practice. New York, NY: Routledge.
Lather, P. (1986). Issues of validity in openly ideological research: Between a
rock and a soft place. Interchange, 17, 63– 84.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the
postmodern. London, UK: Psychology Press.
Lather, P. (1993). Fertile obsession: Validity after poststructuralism. Sociological
Quarterly, 34, 673 – 693.
Lee, I. (2004). Preparing nonnative English speakers for EFL teaching in Hong
Kong. In L. Kamhi-Stein (Ed.), Learning and teaching from experience:
Perspectives on nonnative English-speaking professionals (pp. 230 – 250). Ann
Arbor, MI: University of Michigan Press.
Lenzo, K. (1995). Validity and self-reflexivity meet poststructuralism: Scientific
ethos and the transgressive self. Educational Researcher, 24, 17 –45.
Leung, C. (2005). Convivial communication: Recontextualizing communicative
competence. International Journal of Applied Linguistics, 15, 119 – 144.
Leung, C., & Lewkowicz, J. (2006). Expanding horizons and unresolved
conundrums: Language testing and assessment. TESOL Quarterly, 40(1),
211 – 234.
Lin, A., Wang, W., Akamatsu, N., & Riazi, A. M. (2002). Appropriating English,
expanding identities, and re-visioning the field: From TESOL to teaching
English for glocalized communication (TEGCOM). Journal of Language,
Identity, and Education, 1, 295– 316.
Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL
teacher education in the West. In G. Braine (Ed.), Non-native educators in
English language teaching (pp. 197 – 210). Mahwah, NJ: Lawrence Erlbaum.
Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and
contributions to the profession. New York, NY: Springer-Verlag.
Lowenberg, P. H. (1993). Issues of validity in tests of English as a world language:
Whose standards? World Englishes, 12(1), 95– 106.

Conceptualizing and Confronting Inequity 47

Lowenberg, P. H. (2000). Non-native varieties and issues of fairness in testing
English as a world language. In A. J. Kunnan (Ed.), Fairness and validation in
language assessment: Selected papers from the 19th language testing research
colloquium. Cambridge, UK: Cambridge University Press.
Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.),
Culture, context, and communication (pp. 60 –93). Abu Dhabi, UAE: Center of
Excellence for Applied Research and Training & The Military Language
Institute.
Mahboob, A. (2010). The NNEST lens: Non native English speakers in TESOL.
Newcastle Upon Tyne, UK: Cambridge Scholars Press.
Mahboob, A., & Golden, R. (2013). Looking for native speakers of English:
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Discrimination in English language teaching job advertisements. Voices in Asia
Journal, 1(1), 72 – 81.
Matsuda, A. (2003). The ownership of English in Japanese secondary schools.
World Englishes, 22, 483 – 496.
McKay, S. (2005). Teaching the pragmatics of English as an International
Language. Guidelines, 27(1), 3– 9.
McKay, S. (2010). English as an international language. In N. Hornberger &
S. L. McKay (Eds.), Sociolinguistics and language education (pp. 89 – 115).
Clevedon, UK: Multilingual Matters.
McKay, S. L., & Wong, S. L. (1996). Multiple discourses, multiple
identities: Investment and agency in second-language learning among
Chinese adolescent immigrant students. Harvard Educational Review, 66,
577 – 609.
Medgyes, P. (1994). The non-native teacher. London, UK: Macmillan.
Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language (pp. 429 – 442).
Boston, MA: Heinle & Heinle.
Melchers, G., & Shaw, P. (2003). World Englishes: An introduction. London, UK:
Arnold.
Menard-Warwick, J. (2008). The cultural and intercultural identities of
transnational English teachers: Two case studies from the Americas. TESOL
Quarterly, 42, 617 – 640.
Menard-Warwick, J., Heredia-Herrera, A., & Soares Palmer, D. (2013). Local and
global identities in an EFL Internet chat exchange. The Modern Language
Journal, 97, 965 – 980.
Miller, J. M. (2004). Identity and language use: The politics of speaking ESL in
schools. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identity in
multilingual contexts. Clevedon, UK: Multilingual Matters.
Modiano, M. (1999). International English in the global village. English Today,
15, 22 – 27.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal
conceptualisation in bilingual and second language education. International
Journal of Bilingual Education and Bilingualism, 7, 172 – 188.
Morgan, B. (2007). Poststructuralism and applied linguistics. In J. Cummins &
C. Davison (Eds.), International handbook of English language teaching
(pp. 1033 – 1052). New York, NY: Springer.

48 N. Rudolph et al.

Motha, S. (2006). Racializing ESOL teacher identities in U.S. K-12 public
schools. TESOL Quarterly, 40, 495 – 518.
Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy:
Implications for language teacher education. International Journal of
Innovation in English Language Teaching, 1(1), 13– 27.
Moussu, L. (2006). Native and non-native English-speaking English as a second
language teachers: Student attitudes, teacher self-perceptions, and intensive English
program administrator beliefs and practices. (Unpublished doctoral dissertation).
Purdue University, Lafayette, IN.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language
teachers: History and research. Language Teaching, 41, 315 – 348.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics?
TESOL Quarterly, 31(1), 9– 37.
NNEST Interest Section. (2014a). Goals of the NNEST interest section. Retrieved
from http://nnest.asu.edu/NewGoals.html#nonnative
NNEST Interest Section. (2014b). Homepage. Retrieved from http://nnest.asu.
edu/
Norton, B. (1997). Language, identity, and the ownership of English. TESOL
Quarterly, 31, 409 – 430.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational
change. Harlow, UK: Longman/Pearson Education.
Norton, B. (2010). Language and identity. In N. Hornberger & S. L. McKay
(Eds.), Sociolinguistics and language education (pp. 349 –369). Clevedon, UK:
Multilingual Matters.
Norton Peirce, B. (1995). Social identity, investment, and language learning.
TESOL Quarterly, 29(1), 9– 31.
Paikeday, T. M. (1985). The native speaker is dead! Toronto, Canada: Paikeday.
Park, G. (2008). Lived pedagogies: Becoming a multicompetent ESOL teacher.
In J. A. Carmona (Ed.), Perspectives on community college ESL, Vol. 3: Faculty,
administration, and the working environment (pp. 17 – 30). Alexandria, VA:
TESOL.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One
teacher’s journey in claiming and embracing her nonnative-speaker identity.
TESOL Quarterly, 46(1), 127 – 151.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in
second language learning and use. In V. Cook (Ed.), Portraits of the L2 user
(pp. 277 – 302). Clevedon, UK: Multilingual Matters.
Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. Issues
in Applied Linguistics, 1(1), 8 – 28.
Pennycook, A. (1994). The cultural politics of English as an international language.
London, UK: Longman.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL
Quarterly, 33, 329 – 348.
Peters, M. (2004). Educational research: “Games of truth” and the ethics of
subjectivity. Journal of Educational Enquiry, 5, 50 – 63.
Peters, M., & Humes, W. (2003). The reception of post-structuralism in
educational research and policy. Journal of Education Policy, 18, 109 – 113.

Conceptualizing and Confronting Inequity 49

Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University
Press.
Rajadurai, J. (2005). Revisiting the concentric circles: Conceptual and
sociolinguistic considerations. The Asian EFL Journal Quarterly, 7(4), 111 – 130.
Rampton, B. (1990). Displacing the “native speaker”: Expertise, affiliation, and
inheritance. ELT Journal, 44, 97 –101.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL
teacher’s self image: An international survey. System, 22, 353 – 357.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational
paradigm. Clevedon, UK: Multilingual Matters.
Rivers, D. J., & Ross, A. S. (2013). Idealized English teachers: The implicit
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015

influence of race in Japan. Journal of Language, Identity & Education, 12,
321 – 339.
Rudolph, N. (2012). Borderlands and border crossing: Japanese professors of English
and the negotiation of translinguistic and transcultural identity. (Unpublished
doctoral dissertation). University of Maryland, College Park, MD.
Rudolph, N. (2013a). Beyond binaries: Constructing and negotiating borders of
identity in glocalized ELT. NNEST Interest Section Newsletter, 14(1), Retrieved
from http://newsmanager.commpartners.com/tesolnnest/issues/2013-08-
27/2.html
Rudolph, N. (2013b). Negotiating Halil: Concomitant marginalization and
agency as a “non-native English speaker” student, scholar and teacher trainer.
Critical Inquiry in Language Studies, 10(2), 121 – 149.
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua
franca. Annual Review of Applied Linguistics, 24, 209 – 239.
Selvi, A. F. (2009). A call to graduate students to reshape the field of English
language teaching. Essential Teacher, 6(3– 4), 49 –51.
Selvi, A. F. (2010). “All teachers are equal, but some teachers are more
equal than others”: Trend analysis of job advertisements in English
language teaching. WATESOL NNEST Caucus Annual Review, 1, 156 – 181.
Retrieved from http://sites.google.com/site/watesolnnestcaucus/caucus-
annual-review
Selvi, A. F., & Yazan, B. (2013). Teaching English as an international language.
Alexandria, VA: TESOL Press.
Suarez, J. (2000). ‘Native’ and ‘non-native’: Not only a question of terminology.
Humanizing Language Teaching, 2(6), http://www.hltmag.co.uk/nov00/mart.
htm
Sultana, F. (2007). Reflexivity, positionality and participatory ethics: Negotiating
fieldwork dilemmas in international research. ACME: An International
E-Journal for Critical Geographies, 6, 374 – 385.
Swales, J. (1993). The English language and its teachers: Thoughts past, present,
and future. ELT Journal, 47(4), 283 – 291.
TESOL. (1992). A TESOL statement of non-native speakers of English and
hiring practices. TESOL Quarterly, 2(4), 23.
TESOL. (2006). Position statement against discrimination of nonnative speakers of
English in the field of TESOL. Retrieved from http://www.tesol.org/docs/pdf/
5889.pdf?sfvrsn¼2

50 N. Rudolph et al.

Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28,
377 – 389.
Widdowson, H. G. (1998). Context, community, and authentic language. TESOL
Quarterly, 32, 705 – 716.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford, UK:
Oxford University Press.
Widdowson, H. G. (2004). A perspective on recent trends. In A. P. R. Howatt &
H. G. Widdowson (Eds.), A history of English language teaching (pp. 353 – 372).
Oxford, UK: Oxford University Press.
Downloaded by [Orta Dogu Teknik Universitesi] at 14:28 09 March 2015
References (141)
Agger, B. (1991). Critical theory, poststructuralism, postmodernism: Their sociological relevance. Annual Review of Sociology, 17, 105 -131.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31, 580 -583.
Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 93 -104). Mahwah, NJ: Lawrence Erlbaum.
Anzaldu ´a, G. (1987). Borderlands/la frontera: The new Mestiza. San Francisco, CA: Spinsters/Aunt Lute.
Appadurai, A. (2000). Modernity at large. Minneapolis, MN: University of Minnesota Press.
A ´rva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28, 355 -372.
N. Rudolph et al. The Association of British Columbia Teachers of English as an Additional Language. (2014). BC TEAL position statement against discrimination on the grounds of nationality, ethnicity or linguistic heritage. Retrieved from https://www. bcteal.org/wp-content/uploads/2014/04/May-2014-Position-Statements.
pdf Bakhtin, M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin. Austin, TX: University of Texas Press.
Bazerman, C. (2004). Intertextuality: How texts rely on other texts. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp. 83-96). Mahwah, NJ: Lawrence Erlbaum.
Bernat, E. (2009). Towards a pedagogy of empowerment: The case of 'impostor syndrome' among pre-service non-native speaker teachers (NNSTs) of TESOL. English Language Teacher Education and Development Journal, 11, 1-11.
Bhabha, H. K. (1992). The world and the home. Social Text, 31 -32, 141 -153.
Bhabha, H. K. (1994). The location of culture. London, UK: Routledge.
Bhabha, H. K. (1996). Culture's in-between. In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 53-60). London, UK: Sage.
Bhabha, H. K., & Appignanesi, L. (1987). Identity: The real me (Vol. 6). London, UK: Institute of Contemporary Arts.
Block, D., & Cameron, D. (2002). Introduction. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 2 -10). London, UK: Routledge.
Brady, B. (2008). Growing recognition-the new non-native English speaking teaching interest section. Retrieved from http://nnest.asu.edu/NewHistory.html
Brady, B. (2009). Message from the outgoing chair. NNEST Newsletter, 11(1), Retrieved from http://www.tesol.org/read-and-publish/newsletters-other- publications/interest-section-newsletters/nnest-newsletter/2011/10/27/ nnest-news-volume-11-1
Braine, G. (1999a). NNS and invisible barriers in ELT. History of the NNEST Caucus. TESOL NNEST Caucus on-line newsletter. Retrieved from http:// nnest.asu.edu/NewHistory.html#interestsectionformed
Braine, G. (1999b). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
Braine, G. (1999c). Nonnative English speakers in TESOL caucus formed. TESOL Matters, 9(1), 1-2.
Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York, NY: Routledge.
Bredo, E. (2006). Philosophies of educational research. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in educational research (pp. 3 -31). Mahwah, NJ: Lawrence Erlbaum.
Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non- linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 145 -158). Mahwah, NJ: Lawrence Erlbaum.
Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
Canagarajah, A. S. (2006a). Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3, 229 -242.
Canagarajah, A. S. (2006b). Negotiating the local in English as a lingua franca. Annual Review of Applied Linguistics, 26, 197 -218.
Canagarajah, A. S. (2006c). TESOL at forty: What are the issues? TESOL Quarterly, 40(1), 9-34.
Canagarajah, A. S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91(5), 923 -939.
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. New York, NY: Routledge.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35 -75). Thousand Oaks, CA: Sage.
Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35, 407 -430.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185 -209.
Crystal, D. (2012). English as a global language. Cambridge, UK: Cambridge University Press.
Davies, A. (2003). The native speaker in applied linguistics. Edinburgh, Scotland: Edinburgh University Press.
Derrida, J. (1976). Of grammatology (G. C. Spivak, Trans.). Baltimore, MD: Johns Hopkins University Press.
de Saussure, F., Bally, C., Sechehaye, A., Riedlinger, A., & Baskin, W. (1966). Course in general linguistics. New York, NY: McGraw-Hill.
de Saussure, F., & Riedlinger, A. (1983). Course in general linguistics. Peru, IL: Open Court Publishing.
Faez, F. (2011a). Are you a native speaker of English? Moving beyond a simplistic dichotomy. Critical Inquiry in Language Studies, 8, 378 -399.
Faez, F. (2011b). Reconceptualizing the native/nonnative speaker dichotomy. Journal of Language, Identity and Education, 10, 231 -249.
Fine, M., Jaffe-Walter, R., Pedraza, P., Futch, V., & Stoudt, B. (2007). Swimming: On oxygen, resistance, and possibility for immigrant youth under siege. Anthropology & Education Quarterly, 38(1), 76 -96.
Firth, A. (2009). The lingua franca factor. Intercultural Pragmatics, 6(2), 147 -170.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285 -300.
Flynn, K., & Gulikers, G. (2001). Issues in hiring nonnative English-speaking professionals to teach English as a second language. CATESOL Journal, 13(1), 151 -161.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972 - 1977. New York, NY: Pantheon Books.
Foucault, M. (1984). The Foucault reader (P. Rabinow, Ed.). New York, NY: Pantheon.
Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature. London, UK: Routledge.
Hesse-Biber, S. N. (2007). The practice of feminist in-depth interviewing. In S. N. Hesse-Biber & P. L. Leavy (Eds.), Feminist research practice. Thousand Oaks, CA: Sage.
Higgins, C. (2003). "Ownership" of English in the outer circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37, 615 -644.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford, UK: Oxford University Press.
Holliday, A. (2006). Native-speakerism. ELT Journal, 60, 385 -387.
Holliday, A. (2013). Native speaker teachers and cultural belief. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 17-28). Bristol, UK: Multilingual Matters.
Houghton, S. A., & Rivers, D. J. (2013a). Introduction: Redefining native speakerism. In S. A. Houghton & D. J. Rivers (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 1-16). Bristol, UK: Multilingual Matters.
Houghton, S. A., & Rivers, D. J. (Eds.). (2013b). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol, UK: Multilingual Matters.
Jenkins, J. (2005). English as a lingua franca: Past empirical, present controversial, future uncertain. Paper presented at RELC International Seminar, Singapore.
Jenkins, J. (2006a). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157 -181.
Jenkins, J. (2006b). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16, 137 -162.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11 -30). Cambridge, UK: Cambridge University Press.
Kachru, B. B. (1992). Teaching world Englishes. The other tongue. Urbana, IL: University of Illinois Press.
Kachru, Y. (2005). Teaching and learning of World Englishes. In E. Hinkel (Ed.), Handbook of research in second language learning and teaching (pp. 155 -173). Mahwah, NJ: Lawrence Erlbaum.
Kamhi-Stein, L. (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan Press.
Kamhi-Stein, L., Lee, E., & Lee, C. (1999). How TESOL programs can enhance the preparation of nonnative English speakers. TESOL Matters, 9(4), 1-5.
Kramsch, C. (1997). The privilege of the nonnative speaker. PMLA, 112, 359 -369.
Kramsch, C. (1998). Language and culture. Oxford, UK: Oxford University Press.
Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90, 249 -252.
Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41, 389 -408.
Kramsch, C. (2012). Theorizing translingual/transcultural competence. In Glenn S. Levine & Alison Phipps (Eds.), Critical and Intercultural Theory and Language Pedagogy (pp. 15-32). Boston, MA: Heinle.
Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings. Towards a theory of symbolic competence. Applied Linguistics, 29, 645 -671.
Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17, 295 -306.
Kubota, R. (2002). The impact of globalization on language teaching in Japan. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 13 -28). London, UK: Routledge.
Kubota, R. (2011). Learning a foreign language as leisure and consumption: Enjoyment, desire, and the business of Eikaiwa. International Journal of Bilingual Education and Bilingualism, 14, 473 -488.
Kubota, R. (2013). "Language is only a tool": Japanese expatriates working in China and implications for language teaching. Multilingual Education, 3(1), 1-20.
Kubota, R., & Lin, A. (2009). Race, culture, and identities in second language education: Exploring critically engaged practice. New York, NY: Routledge.
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17, 63-84.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. London, UK: Psychology Press.
Lather, P. (1993). Fertile obsession: Validity after poststructuralism. Sociological Quarterly, 34, 673 -693.
Lee, I. (2004). Preparing nonnative English speakers for EFL teaching in Hong Kong. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 230 -250). Ann Arbor, MI: University of Michigan Press.
Lenzo, K. (1995). Validity and self-reflexivity meet poststructuralism: Scientific ethos and the transgressive self. Educational Researcher, 24, 17 -45.
Leung, C. (2005). Convivial communication: Recontextualizing communicative competence. International Journal of Applied Linguistics, 15, 119 -144.
Leung, C., & Lewkowicz, J. (2006). Expanding horizons and unresolved conundrums: Language testing and assessment. TESOL Quarterly, 40(1), 211 -234.
Lin, A., Wang, W., Akamatsu, N., & Riazi, A. M. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to teaching English for glocalized communication (TEGCOM). Journal of Language, Identity, and Education, 1, 295-316.
Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the West. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 197 -210). Mahwah, NJ: Lawrence Erlbaum.
Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York, NY: Springer-Verlag.
Lowenberg, P. H. (1993). Issues of validity in tests of English as a world language: Whose standards? World Englishes, 12(1), 95-106.
Lowenberg, P. H. (2000). Non-native varieties and issues of fairness in testing English as a world language. In A. J. Kunnan (Ed.), Fairness and validation in language assessment: Selected papers from the 19th language testing research colloquium. Cambridge, UK: Cambridge University Press.
Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.), Culture, context, and communication (pp. 60 -93). Abu Dhabi, UAE: Center of Excellence for Applied Research and Training & The Military Language Institute.
Mahboob, A. (2010). The NNEST lens: Non native English speakers in TESOL. Newcastle Upon Tyne, UK: Cambridge Scholars Press.
Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1(1), 72 -81.
Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22, 483 -496.
McKay, S. (2005). Teaching the pragmatics of English as an International Language. Guidelines, 27(1), 3-9.
McKay, S. (2010). English as an international language. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 89 -115). Clevedon, UK: Multilingual Matters.
McKay, S. L., & Wong, S. L. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66, 577 -609.
Medgyes, P. (1994). The non-native teacher. London, UK: Macmillan.
Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce- Murcia (Ed.), Teaching English as a second or foreign language (pp. 429 -442). Boston, MA: Heinle & Heinle.
Melchers, G., & Shaw, P. (2003). World Englishes: An introduction. London, UK: Arnold.
Menard-Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42, 617 -640.
Menard-Warwick, J., Heredia-Herrera, A., & Soares Palmer, D. (2013). Local and global identities in an EFL Internet chat exchange. The Modern Language Journal, 97, 965 -980.
Miller, J. M. (2004). Identity and language use: The politics of speaking ESL in schools. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identity in multilingual contexts. Clevedon, UK: Multilingual Matters.
Modiano, M. (1999). International English in the global village. English Today, 15, 22 -27.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7, 172 -188.
Morgan, B. (2007). Poststructuralism and applied linguistics. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 1033 -1052). New York, NY: Springer.
Motha, S. (2006). Racializing ESOL teacher identities in U.S. K-12 public schools. TESOL Quarterly, 40, 495 -518.
Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching, 1(1), 13-27.
Moussu, L. (2006). Native and non-native English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices. (Unpublished doctoral dissertation). Purdue University, Lafayette, IN.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41, 315 -348.
Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics? TESOL Quarterly, 31(1), 9-37.
NNEST Interest Section. (2014a). Goals of the NNEST interest section. Retrieved from http://nnest.asu.edu/NewGoals.html#nonnative NNEST Interest Section. (2014b). Homepage. Retrieved from http://nnest.asu. edu/ Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31, 409 -430.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman/Pearson Education.
Norton, B. (2010). Language and identity. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 349 -369). Clevedon, UK: Multilingual Matters.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
Paikeday, T. M. (1985). The native speaker is dead! Toronto, Canada: Paikeday.
Park, G. (2008). Lived pedagogies: Becoming a multicompetent ESOL teacher. In J. A. Carmona (Ed.), Perspectives on community college ESL, Vol. 3: Faculty, administration, and the working environment (pp. 17 -30). Alexandria, VA: TESOL.
Park, G. (2012). "I am never afraid of being recognized as an NNES": One teacher's journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127 -151.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp. 277 -302). Clevedon, UK: Multilingual Matters.
Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. Issues in Applied Linguistics, 1(1), 8 -28.
Pennycook, A. (1994). The cultural politics of English as an international language. London, UK: Longman.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33, 329 -348.
Peters, M. (2004). Educational research: "Games of truth" and the ethics of subjectivity. Journal of Educational Enquiry, 5, 50 -63.
Peters, M., & Humes, W. (2003). The reception of post-structuralism in educational research and policy. Journal of Education Policy, 18, 109 -113.
Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University Press.
Rajadurai, J. (2005). Revisiting the concentric circles: Conceptual and sociolinguistic considerations. The Asian EFL Journal Quarterly, 7(4), 111 -130.
Rampton, B. (1990). Displacing the "native speaker": Expertise, affiliation, and inheritance. ELT Journal, 44, 97 -101.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self image: An international survey. System, 22, 353 -357.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon, UK: Multilingual Matters.
Rivers, D. J., & Ross, A. S. (2013). Idealized English teachers: The implicit influence of race in Japan. Journal of Language, Identity & Education, 12, 321 -339.
Rudolph, N. (2012). Borderlands and border crossing: Japanese professors of English and the negotiation of translinguistic and transcultural identity. (Unpublished doctoral dissertation). University of Maryland, College Park, MD.
Rudolph, N. (2013a). Beyond binaries: Constructing and negotiating borders of identity in glocalized ELT. NNEST Interest Section Newsletter, 14(1), Retrieved from http://newsmanager.commpartners.com/tesolnnest/issues/2013-08- 27/2.html
Rudolph, N. (2013b). Negotiating Halil: Concomitant marginalization and agency as a "non-native English speaker" student, scholar and teacher trainer. Critical Inquiry in Language Studies, 10(2), 121 -149.
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209 -239.
Selvi, A. F. (2009). A call to graduate students to reshape the field of English language teaching. Essential Teacher, 6(3-4), 49 -51.
Selvi, A. F. (2010). "All teachers are equal, but some teachers are more equal than others": Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156 -181. Retrieved from http://sites.google.com/site/watesolnnestcaucus/caucus- annual-review
Selvi, A. F., & Yazan, B. (2013). Teaching English as an international language. Alexandria, VA: TESOL Press.
Suarez, J. (2000). 'Native' and 'non-native': Not only a question of terminology. Humanizing Language Teaching, 2(6), http://www.hltmag.co.uk/nov00/mart. htm Sultana, F. (2007). Reflexivity, positionality and participatory ethics: Negotiating fieldwork dilemmas in international research. ACME: An International E-Journal for Critical Geographies, 6, 374 -385.
Swales, J. (1993). The English language and its teachers: Thoughts past, present, and future. ELT Journal, 47(4), 283 -291.
TESOL. (1992). A TESOL statement of non-native speakers of English and hiring practices. TESOL Quarterly, 2(4), 23.
TESOL. (2006). Position statement against discrimination of nonnative speakers of English in the field of TESOL. Retrieved from http://www.tesol.org/docs/pdf/ 5889.pdf?sfvrsn¼2
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377 -389.
Widdowson, H. G. (1998). Context, community, and authentic language. TESOL Quarterly, 32, 705 -716.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford, UK: Oxford University Press.
Widdowson, H. G. (2004). A perspective on recent trends. In A. P. R. Howatt & H. G. Widdowson (Eds.), A history of English language teaching (pp. 353 -372). Oxford, UK: Oxford University Press.
FAQs
AI
What historical events initiated the NNEST movement within TESOL?
add
The NNEST movement began with a 1996 colloquium by George Braine, leading to the formation of an NNEST Caucus in 1998.
How does native speakerism affect non-native English teachers' employment opportunities?
add
Research indicates that non-native English speaker teachers often face hiring discrimination, being viewed as less competent than native speaker counterparts.
What are the primary goals of the NNEST Caucus within TESOL?
add
The NNEST Caucus aims to create a nondiscriminatory professional environment and promote research on non-native speaker teachers' roles.
How have non-native speakers' identities been theorized in the English teaching field?
add
Recent scholarship suggests that traditional NS/NNS dichotomies fail to account for the complex and fluid identities of teachers.
What are the implications of re-conceptualizing the NS construct for global ELT?
add
Re-conceptualizing the NS construct can challenge dominant discourses and foster more inclusive practices within English language teaching contexts.
Ali Fuad Selvi
Middle East Technical University, Faculty Member
Bedrettin Yazan
University of Texas at San Antonio, Faculty Member
Related papers
Critical Inquiry in Language Studies Toward greater diversity and social equality in language education research
Peter I . De Costa
Download free PDF
View PDF
chevron_right
Myths and Misconceptions About the Nonnative English Speakers in TESOL (NNEST) Movement (2014)
Ali Fuad Selvi
TESOL Journal, 2014
Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, mono- lingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism.
Download free PDF
View PDF
chevron_right
Social Justice in English Language Teaching
Chris Hastings
This collection of voices from the field in ESL and EFL contexts personalizes the issues TESOL educators face and serves as a resource for those wanting to address social injustices in their individual TESOL contexts. Each chapter in this volume represents one of two realities that English language learners are often on the margins of society, and that those of us who teach them must work to advocate for their needs. This book will help educators identify the needs of other students or the areas of privilege represented in the ELT world, where more advocacy work is needed.
Download free PDF
View PDF
chevron_right
Sociolinguistic Justice and Student Agency in Language Education: Towards a Model for Critical Sociocultural Linguistics Literacy.
Claudia Holguín Mendoza
Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy, 2022
Download free PDF
View PDF
chevron_right
Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners
Rachel Salas
International Journal of Multicultural Education, 2017
Many states in the western United States have seen an increase in the immigrant population. One state, in particular, has seen its foreign-born population increase 64.7% from 2000 to 2013. This increase in cultural and linguistic diversity foregrounds the 2013 passage of a specific Senate bill that “enacts provisions providing English language learning for students” in this state. The Senate bill also calls for the creation of a council to make recommendations to the appropriate governing boards on how best to meet the instructional needs of English Learners (ELs) in the state. LeChatelier’s principle of equilibrium and Bell’s interest convergence are used to analyze the recommendations. In addition, I use autoethnography and Latino critical race theory to interrogate the complexity of my dual membership, as an EL and an academic, in a cultural, political, and educational context.
Download free PDF
View PDF
chevron_right
Kraft, K. & Flubacher, M. (2020). The promise of language: Betwixt empowerment and the reproduction of inequality. International Journal of the Sociology of Language 264. Special Issue
Mi-Cha Flubacher
International Journal of the Sociology of Language, 2020
The idea for the special issue emerged a few years ago when the guest editors, Kamilla Kraft and Mi-Cha Flubacher, started discussing the different possible directions of language, work and migration studies that have dominated the fields of sociology of language, sociolinguistics, linguistic anthropology, and applied linguistics. These studies have become increasingly accentuated in the context of tightened language policies (Extra et al. 2009) and securitization (e.g. Khan 2016) for migration as well as migrant populations – i.e. the legally stipulated learning of the locally dominant language and related sanctions in the case of refusal to comply. Though perhaps keeping with a rather crudely binary distinction, we started musing on how, on the one hand, some scholars appear to have treated language – e.g. in the form of language learning or/and the use of multilingual repertoires – as empowering for migrants and migrant workers. For instance, and especially in applied linguistics or second language teaching, a plethora of studies have been conducted with the intention to improve learning conditions and/or learning material with the aim to empowering individuals with migrant backgrounds to achieve greater social and professional opportunities (e.g. Darvin and Norton 2015; Goldstein 1997; Holmes et al. 2009; Yates 2014). On the other hand, critical studies on language seem to have treated the domain of “language learning” as representative and constitutive of systems that (re)produce in- equalities within societies. In this critical reading, migrants who are “forced” to learn the locally dominant language are treated as language-less and deficient subalterns compared to their local counterparts, resulting in the introduction of exploitative measures of self-discipline for said learning. The thrust of this latter line of thinking is to provide a social critique and push for broader social change that is not conditioned on the basis of the assimilation and activation of disenfranchised individuals. In this we inscribe the contributions of this special issue in a line of research that critically questions and nuances promises of and investments in language at the intersection of empowerment and inequality (e.g. recently Bae and Park 2019; Duchêne and Daveluy 2015; Flubacher et al. 2016; Kraft 2020; Muth and Suryanarayan 2019; Norton 2013; Strömmer 2016; Tabiola and Lorente 2017; Zimmermann 2019).
Download free PDF
View PDF
chevron_right
Isms in language education: oppression, intersectionality and emancipation
Karin Zotzmann
2017
This volume develops a comprehensive understanding of the manner in which dominant/emergent ideologies, discourses and social structures impact language education. The 17 chapters analyze the complex social dynamics of "isms" within language education and detail how such dynamics influence language education pedagogies and practices, institutional policies, intergroup subjectivities in addition to language proficiency achievements.
Download free PDF
View PDF
chevron_right
(Re)framing Unequal Englishes Unequal personhood, deficit ideology and epistemic injustice
Prem Phyak
Investigating Unequal Englishes, 2024
Why do you attend the sessions of foreign speakers but not of local teachers? 1 Hari: Because they are native speakers. Their English is better than ours. Tara: I attend this conference to learn new ideas. I want to learn more about English. Prem: But all presenters are presenting in English, right? Tara: I know everyone speaks English. But our English is not pure and good. It's not like native [English]. So I don't miss native speakers' presentations. Prem: How do you define native speakers? Hari: For me, the people from the USA, UK, Australia and Canada are native speakers. Their English is standard. Prem: But do you think all native speakers have useful ideas for local teachers? Hari: I think so. I've paid for this conference to learn from native speakers. At least, I get exposure to native English. We are English teachers, but our English is different. Our English is Nenglish [laughter]. Prem: What's Nenglish? Hari: It's a Nepali style of English. Our pronunciation is not good-it sounds unnatural and artificial. Like [f] and [v] sounds aren't pronounced well. Also, native speakers give a different vibe, you know. .. they make presentations lively and student-centered. Tara: We don't speak a natural English. Local presenters have knowledge, but they cannot express their knowledge well. Native speakers speak English with gestures. They have a natural tone that sounds good. They are smart [laughter]. So, I go to their sessions. Prem: So, do you mean that local teachers are not good English teachers? Hari: They may be, but I hardly learn new ideas from local teachers. There is no playfulness and sweetness in our English. So, native speakers are always ideal and better teachers for me. Tara: Native English is a model for us. In our courses, we were taught about British English and American English. We have learned how to pronounce these English[es] in teacher training as well. So, obviously native speakers are better teachers than the local teachers.
Download free PDF
View PDF
chevron_right
Enacting Linguistic Justice: Transnational Scholars as Advocates for Pedagogical Change
Ligia Mihut
2020
This chapter examines the politics of language difference performed in the public texts of nine multilingual/ transnational writing scholars and the proposed pedagogical practices included in these scholars’ texts. While much attention has been devoted to the translingual and transnational approach— in particular to theoretical underpinnings, the student body, and the changing of the U.S. writing classroom—little notice has been paid to the influences and pedagogical approaches of multilingual, transnational scholars in the US and abroad. Drawing on the analyzed pedagogical suggestions of transnational scholars, this chapter shows how these scholars employ public texts to enact a politics of difference and interconnect personal, professional, and public spheres. Based on these findings, this chapter proposes a linguistic justice approach as a frame for pedagogies of language pluralism, a model that simultaneously and necessarily incorporates two moves: on the one hand, it exposes mo...
Download free PDF
View PDF
chevron_right
Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace
sahril nur
JOALL (Journal of Applied Linguistics and Literature)
This article reports on a narrative case study that showcases the local English teachers’ perceived inequality practices and identity construction in Indonesia’s micro-reality context of a private language school domain. Grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the LETs voices about what it means to experience the equality of rights and obligations in the workplace. As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. However, this type of discrimination will further widen the...
Download free PDF
View PDF
chevron_right
Related topics
Social Movements
Non-Native English Speaking Prof...
Cited by
Negotiating Tensions: A Study of Pre-service English as Foreign Language Teachers' Sense of Identity Within Their Community of Practice
Cinamon S Bailey
2020
The dynamic nature of language teacher identity requires an understanding of the processes involved in the formation of teachers’ professional identity. In the context of English as a foreign language (EFL), identity formation involves navigating dominant discourses around a hierarchical dichotomy of native and non-native speakers placing non-native teachers in a lesser category. This research presents a qualitative analysis of interview data of 4 pre-service teachers in an EFL teacher education program. Using the community of practice identity negotiation framework, the findings of this study show how pre-service teachers are negotiating practices deemed as valuable by their education program. The findings in this study suggest that EFL pre-service teachers’ processes of identity negotiation were mainly characterized by adoption and some degree of tension around ideologies privileging the NS and unmarked speech. This study contributes to the extant conversation about the problemati...
Download free PDF
View PDF
chevron_right
Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace
sahril nur
JOALL (Journal of Applied Linguistics and Literature)
This article reports on a narrative case study that showcases the local English teachers’ perceived inequality practices and identity construction in Indonesia’s micro-reality context of a private language school domain. Grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the LETs voices about what it means to experience the equality of rights and obligations in the workplace. As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. However, this type of discrimination will further widen the...
Download free PDF
View PDF
chevron_right
Native‐English‐Speaking Teachers: Disconnections Between Theory, Research, and Practice
Fiona Copland
TESOL Quarterly, 2019
Download free PDF
View PDF
chevron_right
Cultural awareness through linguicism? Questioning the roles of native English speakers in Bogota, Colombia
Cristine Khan
Language and Intercultural Communication, 2018
Through recent educational initiatives that incorporate native English speakers (NESs) in achieving English proficiency, Colombia has seen an increase in NESs working as teachers or teaching assistants. This interpretive study uses qualitative methods to understand how NESs stimulate intercultural exchanges and awareness between Colombians and English-speaking foreigners; it looks specifically at private and public universities (formal spaces), and cafe-bars where language exchanges occur weekly (informal spaces) throughout Bogotá, Colombia. It finds that, essentialized ideas of both Anglophone and Latino cultures, dominant in such spaces, result in the promotion of stereotypes, exotification, and the privileging of NESs from specific countries and phenotypes over others by both NESs and Colombian language learners (CLLs). This study relates linguicism, or linguistic discrimination, as a factor that inhibits the potential for cultural awareness promoted through the use of NESs. The construction of an idealized, white NES delegitimizes non-Western Anglophone contexts, and upholds hegemonic standards of American and British English and cultures taught within English learning spaces. This places non-native English speakers and teachers in subaltern positions. Still, based on participant observations and interviews, it is evident that with intercultural training, NESs can assist in debunking preconceived, normative ideas about the English-speaking world.
Download free PDF
View PDF
chevron_right
Beyond Native and Nonnative: Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education
Eunjeong Lee
Journal of Language, Identity & Education, 2019
This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/ NNES binary from a poststructuralist perspective, highlighting how NES/ NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers' identities and practice. To illustrate, we report an ethnographic case study of a "NES" teacher, Daphne, and examine how Daphne's translingual dispositions shape her teaching and facilitate her students' creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.
Download free PDF
View PDF
chevron_right
World Englishes, translingualism, and racialization in the US college composition classroom
Eunjeong Lee
World Englishes, 2020
This paper examines the connection between language ownership and racialization as discussed in world Englishes (WE) and translingualism. WE and translingualism have expanded both epistemological and ontological spectrums in understanding how Englishes have been used, understood, and transformed in different global contexts, challenging a monolingual orientation to language and literacy. Yet, less questioned is how the very approach to various ways of 'owning' Englishes contributes to WE and translingualism's work of linguistic justice. In this regard, we argue that the issue of racialization needs to be foregrounded in these two bodies of scholarship to better account for racialized students' language practices and ownership. Situating this examination in the US college composition classroom, we discuss how the conceptualization of language ownership can extend monolingual and racializing ideologies. We conclude by calling for a more linguistically just view of language ownership as a way to undo the racial-linguistic stratification in educational contexts such as the writing classroom. 1 INTRODUCTION Jamila Lyiscott's (2014) TED spoken word poem '3 ways to speak English' has garnered over four million views. But the importance of Lyiscott's work lies beyond its virality. Lyiscott's poetic and critical take on being called 'articulate' delves into the racial and linguistic undertones of what it means to participate in a multilingual society as a Black Trinidadian and Tobagonian American scholar raised in New York City (Raz, 2014). In her performance, Lyiscott explains how she navigates three social domains in her life-home, friends, and school-and how being considered 'articulate' in each of these intersecting locales requires negotiating different and nuanced linguistic performances, thereby declaring herself 'trilingual.' To this extent, Lyiscott brings to light how her language use is pluralistic and always undergoing transformation, under different power relations, including racialization. Yet Lyiscott does not merely foreground race and the racialized aspects of her voice, but also uses them as contending points for reconceptualizing 'articulateness,' and language practice. Reflecting on her language use in school, Lyiscott meditates on how being recognized as
Download free PDF
View PDF
chevron_right
Ideologies and attitudes of Spanish pre-service teachers on ELF
Enric Llurda
Journal of English as a Lingua Franca
The emergence of English as a tool for global communication among multilingual speakers poses relevant challenges to traditional ways of learning and teaching the language. To this end, teacher education becomes of crucial importance not only to raise students’ awareness of the global status of the language, but also to align their practices in a way that respond to the changes brought about by English as a Lingua Franca (ELF) research, from an Anglocentric and monolingual-based perspective to a pluricentric representation of English in multilingual environments. In this paper, we intend to unearth the ideology and attitudes towards English as a global lingua franca held by 569 pre-service teachers through a survey addressed to students in English-related university BA and MA degrees across Spain. The survey seeks to explore the impact on pre-service teachers’ views and attitudes towards the language of the following factors: (i) study-abroad experience; (ii) attendance to courses p...
Download free PDF
View PDF
chevron_right
Nonnative‐English‐speaking teacher candidates’ language teacher identity development in graduate TESOL preparation programs: A review of the literature
Amanda Swearingen
TESOL Journal, 2019
This systematic review synthesizes 17 studies exploring nonnative‐English‐speaking teacher candidates’ (NNES‐TC) language teacher identity (LTI) development. The purpose was to examine NNES‐TCs’ LTI development during graduate‐level TESOL programs in the United States, Canada, and Australia. The review addressed the questions, What influences NNES teacher candidates’ LTI development, and in what ways do teacher preparation programs promote positive LTI development? Findings revealed four categories: (1) (non)native speakering and the native speaker fallacy, (2) racialized and gendered identities, (3) academic identity clashes, and (4) the emotional “glue” of LTI development. NNES‐TCs navigated personal and professional identities and struggled to balance their own expectations vis‐à‐vis expectations from their graduate programs and future teaching contexts. While native speakering discourses remained in claims of ownership over English, reflections on counter‐discourses and their co...
Download free PDF
View PDF
chevron_right
Explore
Papers
Topics
Features
Mentions
Analytics
PDF Packages
Advanced Search
Search Alerts
Journals
Academia.edu Journals
My submissions
Reviewer Hub
Why publish with us
Testimonials
Company
About
Careers
Press
Content Policy
580 California St., Suite 400
San Francisco, CA, 94104