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Non-native Teacher Identity in Saudi Universities

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English Language Teaching in Pakistan

Part of the book series: English Language Teaching: Theory, Research and Pedagogy ((ELTTRP))

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Abstract

The professional identity of Non-Native English-Speaking Teachers (NNEST) has been an issue of frequent debate and research in the world of TESOL. This study aims to gain insight into the perspectives of NNESTs about their professional identities in an expanding circle country (Saudi Arabia). The context of this study is the Intensive English Program in state universities where Native English-Speaking Teachers (NESTs) are currently employed in majority. To explore the identity of teachers, a dialogic approach was implemented drawing on Bakhtinian methods. Semi-structured interviews were employed to construct a narrative study around four NNESTs’ experiences at their workplace. Interpretation of emergent data includes a comparison of their stories which reveal that NNESTs perceptions of their professional identities are based on a multitude of factors such as their personal and educational background, financial disparity at work, job uncertainty, and the influence of constant interaction with NESTs on their personalities. Following a discussion of the emergent themes, the study concludes by identifying steps that could reduce the NEST-NNEST dichotomy.

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Author information

Authors and Affiliations

  1. Imam Abdurrahman Bin Faisal University, Dammam, Saudi Arabia

    Mubina Rauf

Authors
  1. Mubina Rauf
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Editor information

Editors and Affiliations

  1. General Civil Aviation Authority, International Aviation Consulting and Training, Dubai, United Arab Emirates

    Naziha Ali Raza

  2. Dubai Men's College, Higher Colleges of Technology, Dubai, United Arab Emirates

    Christine Coombe

Appendix: Interview Protocol

Appendix: Interview Protocol

EFL Teaching Career/Experience

  • Tell me about yourself.

  • How did you become an English teacher? Any specific reason?

Professional Identity

  • What do you think about your professional identity as a non-native English-speaking teacher in the IEPs you have taught?

  • Has being a non-native English-speaking teacher had any effect on your career? Negative or positive?

  • How do you think you were different as an ESL teacher if you compare yourself to your NS colleagues?

NEST-NNEST Differences/Discrimination

  • Do you think you had to think and work more on professional development?

  • Are the hiring procedures different for NS and for NNS?

  • How is your relationship with your NS colleagues? Are they supportive? You feel like they are better/superior?

  • Do you think you are discriminated? How? Give me an example

  • Could you describe in as much detail as possible a situation in which you thought you were being discriminated?

  • Wherever you have worked, do you think the administration supported you if there were issues? Could you say something more about that?

  • Tell me about the students you have dealt with throughout your career. Have they been good/not good? Do you find anything difficult to teach because of your non-nativeness? Do you have further examples?

  • Have you felt that they (your students) would prefer a native English speaker as their teacher? How?

  • Let’s come back to identity. Do you think your identity has changed with experience?

  • How do you see your future?

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Rauf, M. (2022). Non-native Teacher Identity in Saudi Universities. In: Ali Raza, N., Coombe, C. (eds) English Language Teaching in Pakistan. English Language Teaching: Theory, Research and Pedagogy. Springer, Singapore. https://doi.org/10.1007/978-981-16-7826-4_6

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  • DOI: https://doi.org/10.1007/978-981-16-7826-4_6

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  • Print ISBN: 978-981-16-7825-7

  • Online ISBN: 978-981-16-7826-4

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