Abstract:
This research paper focuses on critical implications of the concept of ‘non-nativeness’ on NNESTs (Non-native English Speaking Teachers) in terms of hiring and employability, their identity as teachers, and perceptions surrounding their proficiency. This small-scale study presents findings and critical analyses on the basis of interviews conducted with a group of NNESTs in an L1 (English is spoken as the first language) situation and with a critical agenda to explore their perceptions about their employability, their identity as teachers, and their proficiency. The study suggests that NNESTs undergo a period of realization through fear of being a non-native, expectations of being accepted, conformation to commonly accepted standards, and measuring success by means of standardized modus operandi of performance evaluation and teaching methodology. The research concludes with presenting some tools and instruments to empower NNESTs teaching in an L1 situation in general and in the context under study, in particular.
