Non-native English-speaking teachers revisited: paradoxes in multilingual professionals’ identity development

Key Points

• To investigate the paradoxes in the identity development of non-native English-speaking teachers within the context of language education.
• Reviewed literature from applied linguistics and language teacher education since the 1990s.
• Analyzed critiques of native speakerism and its implications on language teaching identities.
• Identified significant tensions between native/non-native speaker identities.
• Highlighted the impact of societal attitudes on multilingual professionals' self-perceptions.