In Defense of (Non)nativeness: A Study of the Nonnative English Speaker Teachers Identity from the L2 Learners Perspectives

By: Rizal, M.S.Ed.1

Abstract Teachers (non)nativeness has been one of the many controversial issues in the field of English language teaching. For a long time, theorists and English teaching practitioners have been involved in bitter debates on this issue. Many of them are trying to describe, compare, and contrast the advantages, and disadvantages possessed by both Native English Speaker Teachers (NESTs) and Nonnative English Speaker Teachers (NESTs). The dichotomy between NESTs and NNESTs begins to arise as the consequence of rapid development of English as an international language. The debate in English language teaching (ELT) lies on whether the teachers L1 background affects the success in language learning or not. Many of the research works have argued that the NNESTs are in a better position compare to their counterparts, since they have the privilege and the benefit of sharing the learners first language and cultural background (Cook, 1999; Llurda, 2004; Tang, 1997). However, many of

NNESTs do not realize those legacies.

Therefore, this proposed paper would like to investigate the constructions of English teachers identity(ies) regarding their nonnativeness from L2 learners perspectives, and how those relate and affect their teaching competency. This will be carried out by conducting interview with the L2 learners on the identity(ies) of NNESTs. The interview transcriptions then will be critically analyzed to answer the following questions: 1) how the L2 learners construct the identity of NNESTs; 2) what factors that shape and influence these identity constructions 3) What particular attitudes L2 learners have towards NNESTs. This research will employ three concepts of discursive psychology as the analytical tool, namely interpretive repertoires (see Potter & Wetherel, 1987), ideological dilemma (see Billig et al, 1988), and subject position (see Davies & Harre, 2006).

Scope: Teacher Education in the Era of World Englishes with sub-topic: issue of nativeness in teacher education

References: Billig, M. et al. (1988). Ideological Dillemas: A Social Psychology of Everyday Thinking. London: Sage.

Hold a Master of Science in Education degree from Intercultural Communication Program at Graduate School of Education, University of Pennsylvania, Philadelphia; a Fellow of International Fellowship Program (IFP) Ford Foundation Cohort V; and a Lecturer at English Department, Sampoerna School of Education, Jakarta. Email: rizal@sampoernaeducation.ac.id

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