Nonnative English-speaking teachers in the United States: issues of identity

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

“…The aims of the studies varied as the contexts of the teachers were different. The aims of the studies with teachers working, living, or studying in a ES country addressed the identities of the teachers within various sociocultural and institutional relationships (Liu, 1999;Weisman, 2001); they also explored the connections between the identities of the teachers and their attitudes towards sociocultural relationships, languages, cultures, and their teaching expertise (Diniz de Figueiredo, 2011;Weisman, 2001).…”

Native and Non‐Native Teachers of English

“…It is widely used in language teaching, thus perpetuating the status imbalance between so-called natives and non-natives. Many employers still discriminate against non-natives by looking exclusively for native English-speaking teachers (NESTs), and many non-native English teachers (NNESTs) feel inferior or suffer from low self-esteem due to the native/non-native categorization and the attitudes associated with it (Tang, 1997;Llurda, 2009;Diniz de Figueiredo, 2011). In the last decade these problems have prompted an increasing number of studies looking into the challenges and experiences of non-native teachers of English, with the ultimate goal to promote equity by emphasizing the "hidden" virtues of non-native teachers (Selvi, 2010;Park, 2012;Reis, 2012).…”

The Construction of an Identity as “ESL Teacher” in Classrooms and Tutorials

“…With the growing tendency towards EFL research, the study of English teachers' identity is becoming a focus issue. Previous studies are mainly about native language teachers' identities (Clarke, 2008;Barkhuizen, 2017) and some are about issues of identities nonnative English-speaking teachers facing in English speaking countries (Figueiredo, 2011) and their reconstructing of their identities (Mawhinney, 1997). Furthermore, a number of studies have been carried out to discuss the construction of EFL teachers' identities in countries where English is not their native language (Huang, 2017), mainly clarifying from specific classroom teaching activity (Geng, 2014), probing into difficulties EFL teachers have during their teaching and some further illustrating challenges these EFL teachers is facing.…”