Evolving discourse of native-speakerism in Saudi English-teaching job advertisement: A diachronic corpus-assisted study

This study investigates English language teaching (ELT) job advertisement discourse in Saudi Arabia through corpus-assisted discourse studies (CADS) to examine hiring criteria that privilege native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). Two specialized corpora, containing 60 ELT job adverts from 2019 and 2025, were analyzed to identify recruitment practices and changes in discourse over time. Frequency analysis revealed an overemphasis on candidates’ biographical markers such as nationality and nativeness, compared with professional qualifications. Overt exclusionary language was prevalent, particularly in 2019, with statements explicitly discouraging NNESTs from applying. While the 2025 corpus showed a decline in discriminatory language, implicit biases persisted through subtle linguistic choices and differential requirements for candidates. Critical discourse analysis highlighted how these recruitment discourses reproduce ideologies of linguistic supremacy and perpetuate inequalities within ELT. Despite shifts toward more inclusive language, the findings suggest that native-speakerist ideologies remain deeply ingrained in Saudi ELT hiring practices. The study contributes to the critical examination of language policy and teacher evaluation frameworks, echoing calls for reforms that prioritize non-native expertise and professional competence over native status. The implications for ELT policy and practice are discussed, underlining the need to confront biases and foster equity within the ELT sector.