HOW PROSPECTIVE ENGLISH TEACHERS PERCEIVE THEIR OWN IDENTITY AS NON-NATIVE SPEAKERS OF ENGLISH
Keywords:
teacher identity, non-native English speaker teachers, NNEST, English language teaching, professional identity, teacher education.Abstract
This study explores how prospective English language teachers perceive their professional identity as non-native speakers of English (NNESTs). In the context of increasing globalization of English language teaching, the distinction between native and non-native speaker teachers continues to influence self-perception, confidence, and pedagogical beliefs. Using a qualitative descriptive approach, data were collected through semi-structured interviews and reflective narratives from prospective English teachers enrolled in teacher education programs. The findings reveal that participants hold mixed perceptions of their identity: while many view non-nativeness as a limitation in pronunciation and fluency, they also recognize it as an advantage in understanding learners’ difficulties and applying effective teaching strategies. The study highlights the need for teacher education programs to strengthen positive professional identity formation and challenge native-speaker bias in English language teaching.
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