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

Yanrui Li

doi:10.1080/1359866x.2026.2687473

June 13, 2026Asia-Pacific Journal of Teacher Education

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

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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.

Implication

Explores identity development challenges in multilingual teachers, indicating the complexities of native speaker assumptions.

Abstract

Since the 1990s, debates in applied linguistics and language teacher education have been shaped by the native/non-native speaker dichotomy. Early critiques of “native speakerism” (Holliday, 2006) r...

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Cite This Study

Yanrui Li (2026) studied this question.

synapsesocial.com/papers/6a2f98a0a1cfeec490829a3d https://doi.org/10.1080/1359866x.2026.2687473

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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