Running head: PERCEPTIONS TOWARD NNESTS

What are the Perceptions Towards NNESTs and How Does that Affect their Identity and
Legitimacy?
Shahlaa Dashti
MA Student of the Linguistics/TESL Department
California State University, Northridge

PERCEPTIONS TOWARD NNESTS

What are the Perceptions Toward NNESTs and How Does that Affect their Identity and
Legitimacy?
For several years, English language teaching has been ruled by the native speaker
fallacy, which means that the ideal English teacher is claimed to be a native English speaker
(Figueiredo, 2011). Many non-native English speaking teachers (NNESTs) who were educated in
their respective native countries and start to teach in different societies have been confronted by
that idea that native English speaking teachers (NESTs) are stronger teachers of the English
language. They start to face difficulties in comparing themselves to NESTs and in confronting
the feeling of others judging .Such experiences can result in judgments. That undermines their
confidence, and most importantly shatter their own identity.
Central Research Problems
In this document, I propose a study that will investigate students perceptions toward NNESTs
and whether those perceptions affect teachers identity and pedagogical legitimacy. I will also
investigate the problems that face NNESTs and how they differ from NESTs. One of the studies
showed that a NNEST who moved from China to the United States felt powerless and confused
because she believed she had a weak language capacity in her environment and that she was
judged by NESTs (Park, 2012). Thus, the findings in the Park study suggests that the perceptions
of other teachers and their judgments make NNESTs feel powerless and less confident in their
ability to teach students English, regardless of their strengths or weaknesses.
Another problem to investigate is how NNESTs speakspecifically, their accentsin the
classroom. Many articles have noted that accents can be a problem for NNESTs, but the larger
problem is how accents can affect the self-perception and identity of NNESTs (Braine et al.,
2010). Finally, the reason for this proposed study is that 80% of English teachers worldwide are

PERCEPTIONS TOWARD NNESTS

NNESTs world and yet only 40% work outside their country in a native English-speaking
country due to the lack of jobs for NNESTs in many institutions around the world (Llurda et al.,
2008).
Background and Significance
While NNESTs play a key role in the field of teaching English as a second language
(TESOL) around the world, many NNESTs find it difficult to state and maintain their identities
as effective ESL teachers because of the native speakers myth, which come from an assertion
by Phillipson (1992) that NESTs are more linguistically competent than NNESTs and have a
more proper pronunciation of English words (Reis, 2011). Included in my proposal are my
methods and tools (i.e., audio recordings, surveys, and classroom observation), a possible
hypothesis, and a conclusion.
Hypothesis
My hypothesis is (a) NNESTs are not perceived by others as less capable in teaching, and
(b) students will not be able to determine the differences between NNESTs and NESTs. I would
assume that judgments will be hard to make and that my results assumption will support that.
The difficulty of judging is because NNESTs have different accents; yet due to World
Englishes, so do the NESTs, which will lead both to equality (Llurda & Moussu, 2008). The
research methodology results assumption will show that others presumptions and judgment
looking at NNESTs is not valid and that the results will not support that. NNESTs themselves
feel inferior to NESTs and have a sense that NESTs are better, although that is not necessary the
case. Another research study that could be done that would investigate my hypothesis would be
classroom observations with collaborations between NNESTs and NESTs. Wang (2013) cited a

PERCEPTIONS TOWARD NNESTS

study that suggested team teaching showed negative results, which could support my hypothesis
that perceptions of others can affect NNESTs, but not students, which is my focus in this study.
Hypothesis
My hypothesis is (a) NNESTs are not perceived by others as less capable in teaching, and
(b) students will not be able to determine the audio differences between NNESTs and NESTs.
(c)NESTs will decode good qualities in NNESTs lessons. (d)NNESTs will have self confidence
after their peer feedback. I would assume that judgments will be hard to make and that my results
will support that. The difficulty of judging is because NNESTs have different accents; yet due to
World Englishes, so do the NESTs, which will lead both to equality (Llurda & Moussu, 2008).
The research methodology results assumption will show that others presumptions and judgment
looking at NNESTs is not valid and that the results will not support that. NNESTs themselves
feel inferior to NESTs and have a sense that NESTs are better, although that is not necessarily the
case. Another research study that could be done that would investigate my hypothesis would be
classroom observations with collaborations between NNESTs and NESTs. Wang (2013) cited a
study that suggested team teaching showed negative results, which could support my hypothesis
that perceptions of others can affect NNESTs, but not students, which is my focus in this study.
Literature Review
The structure of this review is based on the development of a NNESTs identity. It makes
a comparison between NESTs and NNESTs and then defines the strength of NNESTs, ones
perspective of self and others, and possible solutions for a better statement of identity.

A Comparison Between NESTs and NNESTs

PERCEPTIONS TOWARD NNESTS

A blog that Convivado (2013) wrote, gives a balanced view of both native and non-native
English speakers. He mentions that NESTs feel comfortable using their language and can use it
in a dynamic way that can ease student learning. He adds that a NESTs vocabulary is richer than
a NNESTs and that a NEST will teach with better pronunciation. Llurda et al. (2008) mentioned
Canagrarajah (1999), who suggested that NESTs are better in ESL classrooms in certain contexts
because they have cultural knowledge, whereas NNESTs will be better teachers within an ESL
classroom in other contexts because of their multicultural experience. Llurda et a. also noted that
Medgyes (1994) pointed out some advantages of NNESTs: (a) they can provide a good model for
non-native English-speaking (NNES) students, (b) they can teach language learning strategies
professionally, (c) they can provide more knowledge about the language since they had to learn it
(d) they understand the obstacles that students go through, (e) they can understand the language
difficulties that students might face, and (f) they can take an advantage of the students native
language in an English Foreign Language (EFL) settings and use it positively.
Strengths of NNESTs
Numerous articles have examined the strengths and weaknesses of NNESTs. Park (2012)
did a qualitative study that included an interview with a NNEST. She cited Medgyes 1999 to
show that one strength NNESTs have is that because of their own past learning, they have a great
ability to explain and teach English grammar as NNESTs are perceived to have a better
metalinguistic awareness. In addition, Convidado (2013) who is a NNEST himself, expressed
having an advantage over NESTs because he understands the paths NNES students take and the
difficulties they face as they are learning English. Lee (2010) found that NNESTs have a
reflective worldview in their linguistic education and cultural experiences that provide a good
view toward teaching students and spending time with them because they come from different
backgrounds, but they can also use diverse pedagogical methods that align with the students

PERCEPTIONS TOWARD NNESTS

cultural backgrounds if they were from the same culture. Llurda and Moussu (2008) cited a study
by Arva and Medgyes (2000) in which the authors Arva and Medgyes (2000) mention that a
unique advantage of NNESTs teaching in a foreign country is that they can feel students
learning difficulties and what they go through from being homesick.
NNESTs Problems
Some observers argue that NNESTs suffer from a lack of confidence in expressing their
teaching abilities and sometimes fail to understand the sociocultural and sociopolitical fields
within pedagogical English contexts (Park, 2012). Reis ( 2011) interviewed Kang, a NNEST
from China who was considered to be a superior English teacher; however, when he was placed
in a foreign environment, he said, I wish my English was better (p. 153). Convidado, on the
other hand, expressed his feelings regarding peoples judgments by stating that the more he
teaches, the more he learns about his strengths and weaknesses. This suggests, however, that
frustration with others judgments has taken an effect on him, and he is trying to prove his
identity. Moreover, Reis noted that Kang mentioned he doubted his position and profession
when he taught a freshman class in a foreign country, particularly when students misbehaved. He
pointed out that Kang always questioned his identity before entering the classroom and that he
had concerns about whether he would be accepted, not because of his status as a NNEST but
rather because of his race. As Braine (2010) m entioned, a study by Kelch et al. (2002) showed
that accent did not matter for students. In the Kelch et al. study, teachers were audio recorded,
and NNES students were not able to differentiate between NESTs and NNESTs (I will be using
this as my methodology yet where they will not see the teacher, which will be proposed later in
this paper). Braine concluded that having an accent is not a significant problem for NNESTs, but
the problem is what is being understood when NNESTs speak, by individuals or a group at a

PERCEPTIONS TOWARD NNESTS

certain time and in a certain communicative framework. Huang also discussed the attitudes of
students towards ESL teachers accents, noting students had no problem with NNESTs accents.
Rather, the students concern was about how well NNESTs would use vocabulary and idioms and
how effectively they could describe the environment in which they were situated. Many articles
noted that the accent problem was not really a problem; rather, the problem was how it
diminished the NNESTs self-perception. Park (2012) cited Xia, a NNEST who noted her
insecurities about her accent. In her interview with the author, she said, How could I teach other
people English when my English is not perfect? (p. 138).
Teachers and Students Perceptions About NNESTs
Huangs study viewed other peoples perspectives about NNESTs. Administrators never
labeled NNESTs identities as a weaker link than NESTs, even though they had problems in
pronunciation. Regarding students, Pojanapunya and Todd ( 2009) found that students
unconsciously feel warmer toward NNESTs. Karakas (2012) cited Munro (2006), who noted that
much attention has been given to accent-related issues because of the increase of teachers of the
second language (L2), trainers, and researchers. Karakas mentioned that NNESTs sometimes
intentionally keep their accents because they feel that losing their accent would be a sort of
betrayal to their nationality and they do not want to lose their ethnicity. Huang agreed; he
mentioned Popov, a Russian NNEST who moved to a native English environment and
discouraged the idea of being alienated by an accent, stating that it is a privilege to be
multilingual. Still, students looked at the accent problem differently. Regardless of what others
think, most articles showed that NNESTs perceive themselves as different and alienated, and that
they doubt their abilities and had decreased the status of their identity or equivalent to NESTs

PERCEPTIONS TOWARD NNESTS

status. That means that NNESTs have internalized attitudes that are perhaps no longer widely
held, and that may not be widely held by students.
Methodology
In my research, I will use a mixed-method approach My participants are 3 groups which
are NNESTs , NESTs, and NNES Students. My methodology will include a an audio tape data
collection, two questionnaire surveys and a Classroom Observation . The audio recordings,
which are considered a qualitative method, will be followed by the survey, which is considered a
quantitative method. The study will play an audio recording of both NNESTs and NESTs for
students who will not be able to see the teachers, and then play video recordings of teachers,
which is a variant of the matched guise technique. I will then survey the students on their
ability to understand the teachers. The matched guise technique is a good technique for my study
because it looks at how the language, dialect, and other linguistic variables, such as accents,
affect what social characteristics are attached to the speakers (Drager, 2014), and that will help
me focus on the students perceptions toward NNESTs. Then a classroom observation will be
conducted by NESTs on NNESTs to see what goes on and identify good points and what they
notice. Then another Questionnaire Survey will be done to NNESTs.
Audiotape Data Collection
The use of audio recording is important for analysis and for transcription. I will transcribe
the data on the audiotapes, then I will analyze the issues related to my topic. I cannot depend on
field work if one was made, because I need to recall the teachers pronunciation and play it
multiple times to different groups of students. I will develop and conduct the survey based on the
audio recordings.

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Questionnaire Survey
Because I am describing the perceived characteristics of a population by examining a
sample of NNESTs and NESTs, my research will benefit from a questionnaire survey (Dornyie,
2007). My research participants, besides the NNESTs and NESTs who will be audio taped,
include three other groups: (a) NNES students in Kuwait, and (b) students of other languages in
classes taught by NNESTs in the United States (c) NESTs in the United States. These data are
hard to collect because the students constitute a large group and it is hard to collect information
quickly, so a survey is appropriate because it can gather a large amount of data quickly (Dornyie,
2007). As Dornyie (2007) mentioned, questionnaires are versatile and can be given to
participants in different situations and even different countries. The Survey will be conducted
using statemark and a scale of agreement . Then a bar graph will be conducted to show x-axis
which separate groups and y-axis which separates measurements (Luna, 2016).
Another Questionnaire will be given to NESTs after observing NNESTs in a classroom.
The NNESTs will fill a questionnaire about themselves to see what do they come about
themselves and others views of reality are.
Future Influences of Results
If the hypothesis was correct then the result is that NNESTs self-perceptions affect their
own identity and their perception of themselves as teachers. If not then it means that NNESTs
are really perceived by others as not as good as NESTs and that has to be solved. Wang
suggested from Borko (2004) and Dove et al. (2010) that association in professional
development through collaborating with other teachers can foster a sense of leadership, develop
student learning, and endorse school success. Moussu and Llurda (2008) cited Golombek et al.
(2005), who said that recognizing and working with the multiple identities such as those held by

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NNESTs and NESTs could help establish NNESTs future authority as teachers. In addition, Park
(2012) implied a collaborative solution outside the classroom, where both NNESTs and NESTs
could share histories; this could be examined in a different study. Reis (2011) expanded on this
idea, noting that all Teaching English to Speakers of a Second Language (TESOL) professionals
should collaborate and disclose and discuss their beliefs, attitudes, and feelings, which would
lead to more professional agency and empowerment. He cited Kramsch et al. (2004) in
suggesting that collaborative programs could make changes as teachers engage with new
disciplinary ideas and learn from the knowledge of others. Park (2012) also suggested that
TESOL programs should be offered to reflect the understanding of diverse World English
identities. Llieva (2010) conducted a study on NNESTs and students within TESOL programs
and found those programs provide NNESTs with opportunities to develop different teaching
strategies with positively imagined identities. Finally, Moussu and Llurda (2008) suggested that
TESOL preparation programs should also be offered for both NNESTs and NESTs.
Regarding the accent problem, Karakas (2012) provides a few solutions to enhance
NNESTs pronunciation, including teaching phonological awareness as early as preschool and
teaching four skills which are listening, speaking, reading and phonology instead of just listening
speaking and reading inside the classroom. Future studies could be done in different countries
that use Karakas suggested approaches as well as countries that do not. In terms of phonological
awareness, pronunciation should be taught specifically to improve the accent problem that
NNESTs face. All of these findings, along with the results of my study, could lead to new studies
on these issues and proposed solutions. Perhaps those solutions will spread worldwide, and
NNESTs will have more self-confidence and be more effective as teachers.

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Conclusion

The research study is proposed because of the inability of NNESTs to find employment
and their ability to be viewed equally with the NESTs because they both have strengths and
weaknesses. Llurda and Moussa ( 2008) cited Canagarajahs (2005) statistic that 80% of English
Teachers are NNESTs worldwide, yet only 40% work outside their country in a native Englishspeaking country, Llurda states that this number is increasing. The emergence of Englishes
means that many varieties of English are taught around the world, which leads students to
understand different accents, words, expressions, sociolinguistic rules, and even grammatical
rules that are adjusted to fit their context. Llurda and Moussa (2008) point out that this idea
that students should be introduced to different ways to learn Englishconflicts with Jenkins
(2000, 2007), who thought it crucial to teach ESL/EFL students a single accent or model. Yet it
has become essential to use a variety of ways to teach English from a multiplicity of teachers
from diverse cultures and linguistic backgrounds.
Regarding all the strengths, weaknesses, and problems that NNESTs have, the intended
outcome of my study will be to help prepare teachers who are both competent and confident in
their capability to work in a collaborative setting, which will have a positive impact on the
TESOL education field because it will develop teachers confidence and should increase
students performance.
My study assumption is that the results will show that NNES students and students from
different languages will not be able determine the differences between NNESTs and NESTs. This
will mean that NNESTs are not perceived by others as having accent problems or as being less
legitimate; rather, they have self-perception issues. My study and others can give NNESTs
confidence and strengthen their ability to not perceive themselves as lesser individuals, certainly

PERCEPTIONS TOWARD NNESTS

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not less competent teachers. Thus, it is important to set aside all the negativity and work to
collaborate and enhance the identities of NNESTs, because some institutions still do not allow
NNESTs to work as English teachers, and many institutions refuse to collaborate with them. In
addition, institutions with NNESTs have been looked at as less professional than institutions with
only NESTs; that ideology cannot persist if more studies are conducted leading to more
awareness of the power of NNESTs.

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13

References
Braine, George & Brady, Brock (ed.). 2010. NNS English Teachers and Accents.
WATESOL NNEST Caucus 1. 15-19.
Convidado, Autor. 2013. Are Native English Speakers Really Better Teachers?
http://www.englishexperts.com.br/2013/03/14/are-native-english-speakers-really-betterteachers/?lang=en
(7 April, 2016)
Huang, I-Chen. 2014. Contextualizing teacher identity of non-native-English speakers in
US secondary ESL classrooms: A Bakhtinian perspective. Linguistics and Education 25.
119-128.
Karakas, Ali. 2012. Foreign accent problem of non-native teachers of English.
Humanising Language Teaching 14(5).
Llurda, Enric & Moussu, Lucie. (2008). Non-native English-speaking English language
teachers: History and research. Language Teaching 41(3). 315-348.
Park, Gloria. 2012. I am never afraid of being recognized as an NNES: One teachers
journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly
46(1). 127-145.
Pojanapunya, Punjaporn & Todd, R Watson. 2009. Implicit attitudes towards native and
non-native speaker teachers. System 37. 23-33.
Reis, Davi S. 2011. Non-native English-speaking teachers (NNESTs) and professional
legitimacy: A sociocultural theoretical prospective on identity transformation.
International Journal of the Sociology of Language 208. 139-160.
Roumi, llieva. 2010. Non-native English-speaking teachers negotiations of program discourses
in their construction of professional identities within s TESOL program. Project Muse.66
(3) 343-369.
Wang, Li-Yi. 2013. Non-native EFL teacher trainees attitudes towards the recruitment of
NESTs and teacher collaboration in language classrooms. Journal of Language Teaching
and Research 4(1). 12-20.

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14
Bibliography

Braine, George & Brady, Brock (ed.). 2010. NNS English Teachers and Accents.
WATESOL NNEST Caucus 1. 15-19.
Convidado, Autor. 2013. Are Native English Speakers Really Better Teachers?
http://www.englishexperts.com.br/2013/03/14/are-native-english-speakers-really-betterteachers/?lang=en
(7 April, 2016)
Dornyei, Zottan. (2007) Research Methods in Applied Linguistics. Oxford: Oxford
University Press
Drager, Katie. Holmes, Janet. & Hazen Kirik (2014) Research Methods in
Sociolinguistics: A practical Guide. Willey Blackwell.
Huang, I-Chen. 2014. Contextualizing teacher identity of non-native-English speakers in
US secondary ESL classrooms: A Bakhtinian perspective. Linguistics and Education 25.
119-128.
Karakas, Ali. 2012. Foreign accent problem of non-native teachers of English.
Humanising Language Teaching 14(5).
Llurda, Enric & Moussu, Lucie. (2008). Non-native English-speaking English language
teachers: History and research. Language Teaching 41(3). 315-348.
Luna, Kenneth. (2016) Experimental Design Basic Statistics. California: California State
University of Northridge
Park, Gloria. 2012. I am never afraid of being recognized as an NNES: One teachers
journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly
46(1). 127-145.
Pojanapunya, Punjaporn & Todd, R Watson. 2009. Implicit attitudes towards native and
non-native speaker teachers. System 37. 23-33.
Reis, Davi S. 2011. Non-native English-speaking teachers (NNESTs) and professional
legitimacy: A sociocultural theoretical prospective on identity transformation.
International Journal of the Sociology of Language 208. 139-160.
Roumi, llieva. 2010. Non-native English-speaking teachers negotiations of program discourses
in their construction of professional identities within s TESOL program. Project Muse. 66
(3) 343-369.
Wang, Li-Yi. 2013. Non-native EFL teacher trainees attitudes towards the recruitment of
NESTs and teacher collaboration in language classrooms. Journal of Language Teaching
and Research 4(1). 12-20.

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