A body of research has reported that nonnative English-speaking teachers experience low professional self-esteem (Kamhi-Stein, 1999, 2000; Medgyes, 1994; Reves & Medgyes, 1994; Samimy & Brutt-Griffler, 1999). However, in the prior literature, the identities of nonnative English teachers enrolled in U.S. English teacher education programs remain relatively unexamined, especially in relation to native speakerism. In this study, the author investigates how nonnative English teachers see themselves as EFL teachers by employing critical theory and identity theory. The combination of these two theories provides lenses to examine how nonnative English teachers’ identities are affected by the native-speaker ideology within the intersections of power, language, culture, and race. These qualitative case studies show that nonnative English teachers are influenced by the ideology of native speakerism, leading to low professional self-esteem.

Native Speakerism Affecting Nonnative English Teachers’ Identity Formation
    Ⅰ. INTRODUCTION
    Ⅱ. THEORETICAL FRAMEWORK
    Ⅲ. LITERATURE REVIEW
    Ⅳ. METHODOLOGY
    Ⅵ. FINDINGS
    Ⅶ. DISCUSSIONS AND IMPLICATIONS
    REFERENCES

• Hye-Kyung Kim