Cho, Eun & Oh, Sun-Young. (2023). “Representation of Native English Teachers and Korean English Teachers in Korean English Newspapers: A Corpus-based Critical Discourse Analysis”. The Sociolinguistic Journal of Korea, 31(2). 95-123. Native-speakerism, a pervasive issue in the field of English Language Teaching, is observed globally and prevalent in Korea. This ideology negatively affects both Native English Teachers (NETs) and Non-native English teachers like Korean English Teachers (KETs) for some reasons. This study utilizes corpus-based critical discourse analysis to examine the linguistic patterns and referential expressions used in Korean English newspapers to represent NETs and KETs. The analysis reveals significant disparities in their positions and authority within Korean English classrooms. Specifically, NETs are labeled as “assistants,” implying a subordinate role with limited authority, while KETs are referred to as “co-teachers,” signifying a more secure status. Moreover, the study highlights the challenges faced by KETs in demonstrating their English proficiency and sheds light on the discrimination faced by NETs who possess commodified linguistic capital and are of Caucasian descent. These findings emphasize the importance of raising awareness of native-speakerism in Korean newspapers.

This study showcases an International Learning Exchange (ILE) program between North Korean (NK) refugee students in South Korea and American university students from the US. ILE programs connect two or more linguistic/ cultural groups for intercultural awareness, which provide authentic communicative environments. However, the prevalent use of English and research focus mostly on non-native English-speaking students reflect the ideology of native-speakerism embedded in ILE programs. The purpose of this study was to develop an ILE program that resists native-speakerism and to investigate its influences on native as well as non-native English-speaking students. Adopting a case-study approach, data were collected from video-taping, fieldnotes, student documents, surveys, and interviews. Findings show how the authors designed and implemented a principle-based ILE program. The responses of NK students show their growing motivation and communication ability. The responses of American students show their critical reflections on their native-speaker identities. This study offers insights into designing ILE programs based on multilingualism and translanguaging.

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.