Native and Non-Native English Teachers:

Investigation of the Construct

and Perceptions
Ofra Inbar

Since language proficiency occupies a primary role in the subject matter

knowledge of language teaching, the background of teachers as native or
non-native speakers of the language they teach is of major concern. Some
research findings point to a dichotomous distinction between native and nonnative foreign language teachers that is manifested in their pedagogical
perceptions. Others reject this distinction and the relevance of native
background to teachers' perceptions. Yet, these studies failed to examine the
effect of additional personal and professional background variables on the
teachers' perceptions. Moreover, subjects in these studies were classified as
native or non-native speakers based on very limited definitions, disregarding
the complex nature of the native speaker construct. This study sets out to
investigate the effect of the native versus non-native distinction on the
pedagogical perceptions of teachers of English as a Foreign Language (EFL)
in Israel.

Research Process
The first phase of the study examined the factors that account for the
teachers' native or non-native self-ascription, based on data collected from
102 teachers via self-report questionnaires. Results showed that the teachers'
self-perceived native speaker identity can be explained by a cluster of nine

variables, thus demonstrating the complexity of the native speaker concept.

Two of the variables were found to best predict the teachers' self ascribed
identity as native or non-native English speakers: whether they had spoken
English from the age of 0 to 6, and whether others perceived them as native
or non-native English speakers. Thus findings indicate that native speaker
identity is not necessarily preordained, but is also affected by social
recognition and personal choice. Results were validated using cross
triangulation procedures.
The second phase of the study investigated the effect of native and nonnative identity on the espoused pedagogical perceptions of 264 English
teachers (65% non-native speakers and 35% native speakers). Data was
collected through a self-report questionnaire consisting of 48 items. Findings
showed that the teachers' native or non-native background does not account
for differences in most perception domains. Differences between the native
and non-native groups were detected in only three perceptions: Native
speakers were found to agree more with the superiority of the native speaking
teacher and to espouse more confidence in using the English language and
teaching about culture. Conversely, non-native speaking teachers reported to
having better relations with their students and to feeling more confident in
using the local language to facilitate teaching.

Findings
Yet, no differences were found in perception categories related to teaching
and assessment practices, to defining students' knowledge in English, the
status of the English language and goals for teaching it. Perception

differences in these areas were found to emanate from specific or integrated

effects of personal and professional variables other than native speaking
background, such as country of birth, length of residence in the country,
school level and perceived type of school. Analysis of the teachers'
perceptions regardless of background variables, produced a division into
teaching styles, clustered according to idiosyncratic beliefs rather than
conventional teaching approaches.
Nine teachers were interviewed in order to gain more subtle insight into the
teachers' perceptions. Findings from these interviews confirmed previous
results. They also revealed, however, the effect of individual differences on
the teachers' perceptions, demonstrating that perceptions can often be
attributed to more than a single background variable.

The division between native versus non-native teachers regarding the

superiority of the native speaking English teacher was seen to indicate a
power struggle over professional status between the two groups, whereby
native speaking teachers are safe-guarding their advantageous position. It
was observed, however, that emphasis on the language proficiency of the
native speaking teacher devalues the professional status of language
teaching as it disregards subject matter knowledge components acquired
through training and professional expertise.
The results of this study demonstrate the ineffectiveness of teacher
classification according to the single criterion of birth, and substantiate
context-embedded models in foreign language teaching. They further provide
an operationalized construct for the native speaker concept in the language-

teaching domain, and demonstrate the heterogeneity within both the native
and non-native teacher groups.
Implications relate to the need for caution in employing teacher categorization
according to background variables. Hence it is recommended that hiring
practices should be conducted on the basis of professional expertise and
personal attributes rather than on native speaking background. It is also
recommended that language teachers' education programs should include all
subject matter knowledge components of the domain as well as a critical
debate on the native speaker issue in language teaching.