“I’m a skilled English teacher, and I do not need to be labelled”: the influence of labels on non-native teachers

Non-native English teachers (NNESTs) have been the focus of attention in the field of TESOL and applied linguistics for quite some time now, particularly in the context of biases related to their ‘non-native’ status. Numerous scholarly attempts to do away with the stigmatising effects of the ‘non’ label have yielded only modest accomplishments. One such effort involves removing the pejorative ‘non’ label and developing more neutral replacements for the terms. The current research seeks to examine the attitudes of second-language professionals toward these labels and their potential impact on their professional identities. Using a questionnaire with 149 NNESTs (n = 149) and follow-up interviews with 12 (n = 12) participants, the results revealed the detrimental effect labelling has on non-native teacher identity. Findings showed participants’ resistance to the ‘non’ label and its replacements. The article concludes by stressing the need to construe teacher identity beyond paradigmatic dichotomies.