Seeking (White) Inner Circle Natives ONLY: Unpacking the Knapsack of Native Speaker Privilege

The disparities between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in the field of English Language Teaching (ELT) have garnered significant academic and professional attention. This issue is not only prevalent in English language teaching but also extends to other languages, reflecting a broader systemic bias. The preference for NESTs often stems from entrenched beliefs about language authenticity, cultural competence, and teaching effectiveness. However, this bias perpetuates discrimination and inequities, undermining the professional identities and opportunities of NNESTs (Ruecker & Ives, 2015; Selvi, 2016).

Factors such as age, race, and attractiveness also influence the ability of teacher candidates to secure positions, adding layers of complexity to the already biased system (Kamhi-Stein, 2016; Clark & Paran, 2021). While these biases are beyond the immediate scope of this article, they underscore the multifaceted nature of discrimination in ELT.

This newsletter, however, aims to unmask the elitism in language teaching by critically examining the hidden or unspoken practices, attitudes, and policies that favor native speakers from inner circle countries. Drawing from the research of Mahboob (2010), Medgyes (1994), Phillipson (1992), and others, we explore the advantages enjoyed by NESTs, the challenges faced by NNESTs, and strategies to foster equity in language education.

Note on Inner Circle Varieties

Inner circle varieties of English, a term coined by Kachru (1992), refer to the versions of the language spoken in countries where English is the primary language. These include the United States, the United Kingdom, Canada, Australia, and New Zealand. These varieties are often considered the standard or "norm" in English language teaching, which can marginalize other legitimate forms of English spoken worldwide.

Identifying Native Speaker Privilege

Native speakers frequently benefit from several unearned advantages in the ELT field. Acknowledging these privileges is vital to creating a more inclusive and fair teaching environment.

1. Job Acquisition: Native speakers, especially those with Western-sounding names and appearances, often find it easier to secure teaching positions. Job postings commonly prioritize native speakers, reinforcing a bias that equates native speaker status with teaching ability (Tatar & Yildiz, 2010).

2. Intuitive Confidence: Native speakers can often rely on their "grammatical intuitions" when teaching, without needing to provide detailed explanations or evidence. In contrast, NNESTs frequently need to justify their linguistic choices with solid evidence to be seen as credible (Kramsch, 1997; Reis, 2012).

3. Perceived Credibility: Native speakers are generally seen as more credible, regardless of their actual teaching qualifications. This bias can make NNESTs feel they need to constantly prove their competence (Tatar & Yildiz, 2010; Liang, 2009).

4. Teaching Flexibility: Native speakers often have more leeway in their teaching methods, able to adopt a more casual and innovative approach. NNESTs, on the other hand, may feel pressured to stick to more traditional and structured teaching strategies (Arva & Medgyes, 2000).

Additional Privileges

5. Higher Salaries: Native speakers often receive higher compensation compared to non-native speakers for the same teaching positions.

6. Relocation Benefits: Native speakers are often provided with plane tickets and relocation allowances, which may not be extended to non-native speakers.

7. Better Accommodation: Employers may offer superior housing options to native speakers.

8. Professional Development Opportunities: Native speakers may have more access to training, workshops, and conferences.

9. Job Security: Native speakers often enjoy greater job stability and longer contract durations.

10. Respect and Credibility: Native speakers are frequently perceived as more credible and are given more respect by students, parents, and colleagues.

11. Lighter Teaching Loads: Native speakers may have fewer teaching hours or lighter workloads or only be asked to teach specific classes or skills like listening and speaking.

12. Fewer Performance Evaluations: Native speakers may face less rigorous performance assessments and fewer evaluations.

13. Administrative Support: Native speakers often receive more support from administrative staff.

14. Freedom in Teaching Methods: Native speakers are often allowed more flexibility and creativity in their teaching methods.

15. Promotions and Career Advancement: Native speakers are more likely to be promoted to higher positions or leadership roles.

16. Networking Opportunities: Native speakers often have better networking opportunities with other educators and professionals.

17. Cultural Capital: Native speakers' cultural background is often seen as more aligned with the perceived "authentic" English experience.

18. Access to Better Resources: Native speakers may have access to better teaching materials and resources.

19. Prestige: Being a native speaker can confer a sense of prestige and authority in the teaching community.

20. Fewer Visa and Work Permit Issues: Native speakers often face fewer challenges in obtaining visas and work permits.

21. Easier Job Mobility: Native speakers can more easily move between different teaching positions and countries.

22. Positive Student Expectations: Students may have higher expectations and a more positive perception of native speakers.

23. Institutional Bias: Educational institutions may have policies that explicitly or implicitly favor native speakers.

24. Mentorship Opportunities: Native speakers are more likely to be offered mentorship roles or receive mentoring.

25. Media Representation: Native speakers are often more prominently featured in marketing and promotional materials.

26. Lack of Accent Discrimination: Native speakers do not face the same scrutiny or discrimination based on their accent.

27. Assumption of Competence: There is often an automatic assumption that native speakers are competent teachers.

28. Easier Acceptance of Teaching Credentials: Native speakers may have an easier time getting their qualifications recognized and accepted.

29. Reduced Pressure to Prove Competence: Native speakers are less likely to feel the need to constantly prove their teaching ability.

Discriminatory Language in Job Advertisements

Discriminatory language in job advertisements is a significant barrier for NNESTs. Recognizing and addressing these biases is crucial for creating a fair and inclusive hiring process. Examples of discriminatory language include:

• "Native English speaker required": This phrase explicitly excludes NNESTs, implying that only native speakers are capable of teaching English effectively.

• "Must be from a native English-speaking country": This requirement discriminates against qualified NNESTs who may have the same or superior language proficiency and teaching skills.

• "Preferred candidates from the UK, USA, Canada, Australia, New Zealand": This preference marginalizes NNESTs from other countries and reinforces the inner-circle bias.

• "Accent-free English" or "Neutral accent required": Such phrases suggest that certain accents are superior and more desirable, which can be discriminatory against NNESTs with different regional accents.

• "Native-level proficiency": While seemingly neutral, this requirement can be interpreted as a preference for native speakers, particularly if not clearly defined.

• "Western appearance preferred": This explicitly discriminatory language suggests a preference based on race and appearance rather than qualifications or teaching ability.

Helping Native Teachers Recognize Their Privilege

It’s essential for native teachers to become aware of both their conscious and subconscious reliance on these privileges. Reflective teaching and critical pedagogy play key roles in this awareness.

• Reflective Teaching: This involves teachers regularly examining their own teaching methods, interactions with students, and the underlying assumptions they hold. By reflecting on their own practices and experiences, teachers can become more aware of how their native speaker status might influence their teaching and their relationships with students and colleagues.

• Critical Pedagogy: This approach involves questioning and challenging the power structures and inequalities that exist in education. It encourages educators to consider the social, cultural, and political contexts of their teaching and to actively work towards creating a more just and equitable educational environment.

Language Matters - Avoiding Discriminatory Language in Applications

In your CVs, cover letters, and letters of interest, it's important to recognize that certain phrases and claims can perpetuate privilege and discriminate against non-native speakers. Here are some examples to be mindful of:

In CVs/Resumes:

• "Native English Speaker": Including this phrase as a qualification suggests that being a native speaker is inherently superior and can exclude highly qualified non-native speakers.

• "Born and raised in [native English-speaking country]": Highlighting this can imply that your origin from an inner-circle country makes you more competent.

• "Accent-free English": This phrase implies that certain accents are undesirable and can marginalize non-native speakers.

• "Standard American/British accent": This reinforces the idea that one accent is more acceptable or prestigious than others.

• "Native-like fluency": Suggesting that near-native proficiency is the benchmark for teaching.

• "First language is English": This statement can exclude proficient non-native speakers.

• "Experienced in teaching American/British English": This can suggest that other varieties of English are less legitimate.

In Cover Letters and Letters of Interest

• "As a native English speaker...": Starting a sentence this way emphasizes native speaker status as a primary qualification.

• "I have perfect command of the English language": While language proficiency is important, this phrase can be perceived as dismissive of non-native speakers' capabilities.

• "Fluent in English with no foreign accent": This suggests that having a non-native accent is a deficiency.

• "Experience teaching in native English-speaking countries": Emphasizing this can downplay the value of diverse international teaching experiences.

• "I am from [native English-speaking country], so I understand the nuances of the language better": This statement implies that non-native speakers cannot grasp language nuances.

• "English is my first language, which gives me an edge in teaching": This can imply that non-native speakers are at a disadvantage.

• "Having lived in an English-speaking country all my life, I bring authenticity to my teaching": This can undermine the authenticity that non-native speakers can bring.

In Interviews:

• "As a native English speaker, I have a natural ability to teach English": This implies that native speaker status inherently makes one a better teacher, which is not necessarily true.

• "I believe students prefer native speakers": This statement can reinforce biases and stereotypes about language learning preferences.

• "I don't need to prepare as much because I am a native speaker": This can come off as overconfidence and dismissive of the importance of preparation and pedagogical knowledge.

• "My accent is neutral, which is preferred by most learners": This suggests that non-native accents are less desirable.

• "I can offer authentic cultural insights because I am from [native English-speaking country]": While cultural insights are valuable, this can marginalize the diverse cultural insights non-native speakers can provide.

• "Being a native speaker, I can intuitively correct students' mistakes": This can suggest that non-native speakers lack this ability.

• "My students appreciate my native speaker background": This implies that students inherently value native speaker status over teaching skill.

• "As a native speaker, I can simplify complex grammar naturally": This can undermine the capability of non-native speakers to teach grammar effectively.

How to Avoid Leaning into Privilege

In CVs/Resumes:

•  Focus on Professional Skills: Emphasize your teaching qualifications, certifications, and relevant professional development.

•  Highlight Experience: Detail your classroom management skills, successful lesson plans, and student engagement strategies.

• Showcase Achievements: Mention awards, recognitions, and successful student outcomes without tying them to your native speaker status.

In Cover Letters and Letters of Interest:

• Discuss Teaching Philosophy: Explain how you create an inclusive and engaging learning environment for all students.

• Provide Specific Examples: Share achievements and experiences that demonstrate your effectiveness as a teacher.

• Commit to Growth: Highlight your dedication to continuous professional development and learning.

In Interviews:

• Teaching Strategies: Talk about your methods for supporting all students’ language development and accommodating diverse learning needs.

• Understanding Language Acquisition: Emphasize your knowledge of language acquisition theories and effective teaching practices.

• Adaptability: Share examples of how you have adapted your teaching to meet diverse learners' needs.

• Acknowledgment: Recognize the strengths and contributions of non-native speakers in ELT.

This language allows NESTs to focus on professional competencies rather than native speaker status. This allows NESTs to present oneself as a qualified and inclusive educator while avoiding perpetuating privilege and bias.

Strategies to Advocate for Fairness

Promoting fairness in language education requires concerted efforts from both NESTs and NNESTs (as well as other stakeholders!) Here are several practical strategies:

1. Implementing World Englishes: Incorporate a variety of Englishes into the curriculum to reflect the diverse ways English is used globally. This approach challenges the dominance of inner-circle Englishes and values the linguistic contributions of all English speakers (Mahboob, 2010; Matsuda, 2003).

2. Pursuing Professional Development: Engage in ongoing education about the historical and cultural contexts of English. This knowledge helps educators understand the broader implications of their teaching practices and promotes mutual respect (Matsuda, 2003; Reis, 2009).

3. Avoiding Monolingualism: Consider learning another language to gain empathy for your students' experiences and to challenge the privilege of monolingualism. This can foster humility and a deeper understanding of the language learning process (Phillipson, 1992b; Snow, 2001).

4. Encouraging Reflection and Open Conversation: Create safe spaces for NNESTs to discuss their experiences and challenges. Support groups and professional networks can provide valuable resources and foster a sense of community and empowerment (Reis, 2012; Wu, 2005).

5. Challenging Biases and Stereotypes: Advocate for fair hiring practices, promote diverse English varieties in teaching materials, and support inclusive institutional policies.

Conclusion

Addressing native speaker privilege is a crucial step towards achieving equity in language education. By recognizing and challenging these privileges, and by implementing strategies to support NNESTs, we can create a more inclusive and fair teaching environment. Native speakers must examine their own positions of privilege and work collaboratively with NNESTs to ensure that all educators are valued for their unique contributions.

We hope this newsletter inspires reflection and action within our community. We encourage you to continue educating yourself by exploring the publications listed in the references below.

We wish you a wonderful week ahead.

Warmly,

Courtney & Sefa
The NonNative Team

We invite you to follow us on LinkedIn:
https://www.linkedin.com/in/cbailey-academician/
https://www.linkedin.com/in/kirlisefa/

References

Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.

Berger, K. (2014). Reflecting on Native Speaker Privilege. The CATESOL Journal, 26(1), 38-49.

Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards non-native speaker English teachers in Hong Kong. RELC Journal, 38, 257-277.

Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York, NY: Seabury Press. (Original work published 1968)

Higgins, C. (2003). “Ownership” of English in the Outer Circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37(4), 615-644.

Kachru, B. K. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). Urbana and Chicago: University of Illinois Press.

Kramsch, C. (1997). The privilege of the nonnative speaker. Publications of the Modern Language Association of America, 112(3), 359-369.

Kubota, R. (2009). Spiritual dimensions in language teaching: A personal reflection. In M. Wong & S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (pp. 225-234). New York, NY: Routledge.

Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40(3), 471-493.

Liang, J. (2009). The courage to teach as a nonnative English teacher: The confession of a Christian teacher. In M. Wong & S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (pp. 163-172). New York, NY: Routledge.

Mahboob, A. (Ed.). (2010). The NNEST lens: Nonnative English speakers in TESOL. Newcastle upon Tyne, England: Cambridge Scholars Press.

Matsuda, A. (2003). Incorporating World Englishes in teaching English as an international language. TESOL Quarterly, 37, 719-729.

Matsuda, A. (2012, December). [Review of the book The NNEST lens: Nonnative English speakers in TESOL, edited by A. Mahboob]. World Englishes, 31(4), 554-556.

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Independent School, (49)2, 31-35.

Medgyes, P. (1994). The non-native teacher. London, England: Macmillan.

Moussu, L. M. (2006). Native and nonnative English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices (Doctoral dissertation). Retrieved from http://docs.lib.purdue.edu/dissertations/AAI3251666/

Phillipson, R. (1992a). Linguistic imperialism. Oxford, England: Oxford University Press.

Phillipson, R. (1992b). ELT: The native speaker’s burden? ELT Journal, 46(1), 12-18.

Reis, D. S. (2009). NEST-NNEST collaboration: Does it reinforce a misleading dichotomy? NNEST News, 11(1). Retrieved from http://www.academia.edu/3749313/Reis_D._S._2009_._NESTNNEST_Collaboration_Does_It_Reinforce_a_Misleading_Dichotomy_NNEST_Newsletter_11_1_

Reis, D. S. (2012). “Being underdog”: Supporting nonnative English-speaking teachers (NNESTs) in claiming and asserting professional legitimacy. Journal of Excellence in College Teaching, 23(3), 33-58.

Snow, D. (2001). English teaching as Christian mission: An applied theology. Scottsdale, PA: Harold Press.

Tatar, Y., & Yildiz, S. (2010). Empowering nonnative-English speaking teachers in the classroom. In A. Mahboob (Ed.), The NNEST lens (pp. 114-128). Newcastle upon Tyne, England: Cambridge Scholars Press.

Vandrick, S. (2009). Interrogating privilege: Reflections of a second language educator. Ann Arbor: University of Michigan Press.

Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.

Wu, A. (2005). Attitudes and awareness to nonnative English educators (NNEST)—Reflections from TESOL conference in San Antonio, Texas. ESLetter, 30(1), 13. Retrieved from http://nnest.asu.edu/articles/AnaWu.pdf