Beyond and within the NS/NNS discourses: English teaching in the Saudi PYPs

Abstract

In the field of TESOL (Teaching English to Speakers of Other Languages), the emergence of studies and scholarly publications questioning the dichotomy between Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) has been gradually gaining momentum over the last 25 years. Tensions resulting from this dichotomy have contributed to the "NNEST movement" which seeks to problematise the contested categories of "NS" and "NNS" and to advocate for non-discriminatory practices in the TESOL profession. With the purpose of advancing the movement's research agenda and responding to the call for research into post-recruitment, context-specific situated experiences, this qualitative case study explores how the NEST/NNEST division plays out in the Preparatory Year Programs (PYP) in two KSA (Kingdom of Saudi Arabia) universities. A central part of this study is an investigation of the lived experiences of three groups of English teachers working side by side in these programs: NESTs, Saudi NNESTs and NNESTs from overseas, the latter in particular representing a largely under-researched group in the literature. Although this research does align with previous work within the NNEST movement, it goes beyond it in that English teachers, both NESTs and NNESTs, are negatively influenced by the discourses of native-speakerism, and they are not necessarily the ones to blame for this impact; they cannot be perceived as opponents and, most importantly, they cannot be restricted to the NEST/NNEST identities. This study draws on data from three sources: 25 online advertisements, 18 demographic profiles and face-to-face semi-structured interviews with 18 practicing teachers (six from each group). The analysis, interpretation and in-depth discussion of these data are articulated around three themes, each presented in a core chapter. First, Becoming focuses on recruitment strategies in the PYPs; second, Being centres on the participants' positioning within English teaching in the Saudi PYPs and the third and final chapter focuses on Reflecting and present teacher-participants' views on speakerhood. With respect to how job recruitment takes place in these programs, analysis of the data reveals discourses of inequity underpin many descriptions of job requirements in the Saudi PYP context. Ninety-two percent of the job advertisements analysed used speakerhood status or nationality as essential requirements, which indicates "unjustified" professional hierarchies. The most required qualification in these PYP job advertisements was CELTA (Certificate in English Language Teaching to Adults). According to the analysis of the participants' opinions, CELTA appeared to replace the NS status requirement; that is to say, employers seemed to use this qualification rather than speakerhood in their hiring practices. However, CELTA does not escape criticism as an English teaching qualification and it will be argued that it acts as a colonialist tool in the ELT Publications during candidature "No publications" Publications in...

The Impact of Student and Peer Behaviour On EFL Teachers' Motivation and Job Satisfaction in a Saudi Arabian Context

“…To cope with this transitory nature of native English speaking teachers (NESTs), Saudi's Ministry of Education (MoE) continues to employ many non-native English speaking teachers (NNESTs) throughout the education system to prop up the English language syllabi, and although they are qualified, they are viewed by some parents, students and institutions as second best, which means the NESTs will usually receive preferential treatment in terms of wages, the promotional pecking order and, indeed, employment. This kind of treatment can cause divisions and conflict within the institution, and 'us versus them' situations between NNESTS and NESTs (Alshammari, 2020).…”