ESL Students' Perceptions of Linguistically Diverse English Language Teachers in English-Speaking Countries: The Effect on Teacher Self-Image

Introduction

The majority of English language teachers in the world today are non-native English speakers (NNESs). Approximately 80% percent of the world’s population of English language teachers come from different linguistic backgrounds and, thus, speak different forms of English (Braine, 2010; Canagarajah, 1999, 2005; Kato, 2015; Ma, 2012; Maum, 2002; Selvi, 2014; Song & Gonzalez Del Castillo, 2015; Wang & Fang, 2020). This large number, which continues to increase exponentially, can be attributed to the fact that today, due to globalization and the worldwide diffusion of English, more speakers of different varieties of English and learners of English for international communication exist than do native speakers of English (Crystal, 2012; Jenkins, 2009; Kirkpatrick, 2007; Selvi, 2014; Wang & Fang, 2020).

However, in the English language teaching (ELT) profession, it is commonly believed that native English-speaking teachers (NESTs) are ideal teachers of English based solely on the fact that English is their mother tongue (Amin, 1997, 1999; Barret, 2009; Song & Gonzalez Del Castillo, 2015; Wang & Fang, 2020). This supposition is especially prevalent among ESL students, that is, international students in English-speaking countries, such as the United States, Canada, and Britain, and for whom English is a second language (Floris & Renandya, 2020; Kelch & Santana-Williamson, 2002; Reis, 2011). Despite research evidence showcasing the perceived strengths of non-native English-speaking teachers (NNESTs), such as their ability to empathize with students’ language needs and problems due to their own language learning history and multilingual backgrounds, their capability to make use of students’ mother tongue in teaching the target language, and their advantage in providing a good learner model for students (Blum & Johnson, 2012; Kamhi-Stein, 1999; Medgyes, 1994), the preconception of NESTs as being superior to and more suitable ESL teachers than their non-native counterparts has become mainstream in the English language teaching (ELT) field (Wang & Fang, 2020).

This chapter hypothesizes that a preference for NESELTs has a marginalizing effect on the professional identity of English language teachers of foreign descent. The effect can be very frustrating for someone who is confident, knows his or her field, and is a good teacher. Indeed, the degree to which an English language teacher creates a credible self-image is very much dictated by his or her ESL students’ perspective on who is best suited to teach the target language. If teachers do not feel validated by their students, they will most likely develop a negative image of themselves and their capabilities. Admittedly, there are linguistically diverse teachers of foreign descent who have taught ESL and confronted the effect of student perception both in and out of the classroom.

The effect of student perception on teacher self-image is an important topic because “the road to the learner leads through the teacher, and teacher-related research should therefore be increased” (Medgyes, 1992, p. 340). To this end, the significance of this chapter is based on the assumption that external factors do influence NNESELTs’ professional identity constructions, which in turn impact their teaching. As the number of non-native ESL teachers worldwide is on the rise, it is critical to inquire into this cause-and-effect relationship.