Reading list

Here’s a selection of external links to academic papers and blog posts which give you an overview of the current thinking about NNEST and NEST issues. The articles are publicly available on the Internet, or the author has given permission to share them here.

If you know any articles that could be added to the list, please comment below, or Contact me. To read the articles from TEFL Equity Advocates blog, click here.


Student attitudes:

  1. Appraisal of native and non-native English speaking teachers by Ahmar Mahboob and Caroline Lipovsky
  2. ESL students’ attitudes towards Native and Non-native Speaking Instructors’ accents by Ken Kelch and Eliana Santana-Williamson
  3. The Halo surrounding native English speaker teachers in Indonesia by Angga Kramadibrata
  4. Native and non-native: what do students enrolled in an intensive English programme think? by Ahmar Mahboob

NS, NNS and racism:

  1. Confessions of an enraced TESOL professional by Ahmar Mahboob
  2. Racism in TESOL by Ahmar Mahboob
  3. Racism in the English language teaching industry by Ahmar Mahboob
  4. ELT and colonialism by Alistair Pennycook

Discrimination in recruitment:

  1. Native/Non-Native Speaker discourses in foreign language university departments in Spain by Enric Llurda
  2. All teachers are equal but some are more equal than others by Ali Fuad Selvi
  3. How to get a job in a foreign country – some tips by the IH Budapest Teacher Training Department
  4. Looking for Native Speakers of English: Discrimination in English Language Teaching job advertisements by Ahmar Mahboob
  5. Children of a lesser English: Status of nonnative English speakers as college-level English as a second language teachers in the United States by Ahmar Mahboob
  6. A matter of degrees: Native-speakerism and Centre Qualification bias in Japan by Robert Lowe

Overviews of the topic:

  1. The decline and fall of the native speaker teacher by Enric Llurda
  2. Beyond the Native Speaker in TESOL by Ahmar Mahboob
  3. Non-Native Teachers and advocacy by Enric Llurda
  4. Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement by Ali Fuad Selvi
  5. Conceptualizing and Confronting Inequity: Approaches Within and New Directions for the “NNEST Movement” by Nathanael Rudolph, Ali Fuad Selvi and Bedrettin Yazan
  6. The Non-native Speaker Teacher by Ali Fuad Selvi
  7. Discrimination and discriminatory practices against NNESTs by Marek Kiczkowiak and Ana Wu

NS and NNS self-perceptions:

  1. Native-speakerism and the complexity of personal experience: A duoethnographic study by Robert J. Lowe and Marek Kiczkowiak
  2. When the teacher is a non-native speaker by Peter Medgyes
  3. Self-awareness in NNS EFL primary and secondary school teachers by Enric Llurda
  4. NEST & non-NEST by Peter Medgyes at 2014 IH DoS conference
  5. Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL by Eva Bernat
  6. (Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education by Geeta Aneja

English as a Lingua Franca, English as an International Language and World Englishes

  1. Repositioning English and multilingualism in English as a Lingua Franca by Jennifer Jenkins
  2. Researching and critiquing World Englishes by Ahmar Mahboob
  3. Non-Native speaker teachers and English as an International Language by Enric Llurda
  4. Towards a post-normative approach: learning the pedagogy of ELF by Martin Dewey
  5. The distinctiveness of English as a Lingua Franca by Martin Dewey
  6. A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language by Jennifer Jenkins
  7. English as a Lingua Franca by Barbara Seidlhofer
  8. Pronunciation priorities, the Lingua Franca Core, and monolingual groups by Robin Walker
  9. Teaching the Pronunciation of English as a Lingua Franca: Reducing Skepticism and Increasing Practicality by Wafa Zoghbor

Teacher training:

  1. Pedagogic Criticality and English as a Lingua Franca by Martin Dewey
  2. Insights from ELF and WE in teacher training in Greece and Turkey by Yasmin Bayyurt and Nicolas Sifakis
  3. English as an international language: A curriculum blueprint by Aya Matsuda and Paul Friedrich
  4. Using awareness raising activities on initial teacher training courses to tackle ‘native speakerism’ – Marek Kiczkowiak, Daniel Baines & Karin Krummenacher

Linguistic Imperialism

  1. Linguistic imperialism alive and kicking by Robert Phillipson

Native Speakerism

  1. Finding the connections between Native-speakerism and Authenticity by Richard Pinner and Robert Lowe
  2. Native-speakerism and the complexity of personal experience: A duoethnographic study by Robert J. Lowe and Marek Kiczkowiak

Blog posts:

Photo under Creative Commons from:
Photo under Creative Commons from:
  1. English or Englishes: are varieties of English important for learners? by Tom Garside
  2. “Exclusively hiring ‘native speakers’ is not discrimination.” Seriously? By Achilleas Kostoulas
  3. Good English Language Teachers are those who by NNEST Interest Section
  4. Re-imagining the non-native speaker by Sherrie Lee
  5. Devil’s Advocate vs Vicky Hollet on ELF
  6. NNESTs and NESTs are both ok (unless you’re Bob Dylan) by Tyson Seburn
  7. Whose accent is better? by Chia Suan Chong
  8. Nothing More… Nothing less by Cecilia Lemos
  9. Some thoughts (and stories) about “native speakers” in South Korea by Michael Griffin
  10. Tentative thoughts (and more) on race-based hiring practices in Korea by Michael Griffin
  11. Qualification required: Native English speaker by Christina Rebuffet-Broadus
  12.  NEST vs NNESTs – what is the big difference? by Henrick Oprea
  13.  It all comes down to passion by Sabrina de Vita
  14.  Do you need to be italian to make pasta? by Mike Harrison
  15.  Brittania waives the rules by Diarmuid Fogarty
  16.  Raised by NNESTs by Natasa Grojic
  17.  We are all born free and equal:unless you’re a NNEST by Thomas Baker
  18. Native speaker is an unsound recruitment criteria by Peter Lahiff
  19. The role of non-native teachers in the field of EAP by Kaz Yamamoto and Julia Gardos
  20. TEFL Equity – why recruit non-native teachers by Josh Round
  21. The haves and the havenotes by Andy Hockley
  22. The native factor: the discussion continues by Lizzie Pinnard
  23. The native versus non-native teacher dichotomy – Challenging Mental Models by Isabela Villas Boas
  24. An A-Z of Dysfunctional ELT: N is for Natives by Dennis Warren
  25. Learn faster with native teachers! Still? by Elaine Hodgson
  26. Re-naming the native speaker by Luke Lawrence

For articles published on TEA blog, click here.