Identity and Ideology: A Case Study of Non-Native English-Speaking Teachers (NNESTs) on the US-Mexico Border

With a global population of 7.8 billion (Worldometer, 2020), approximately 1.5 billion are English language learners (British Council, 2019), necessitating a substantial teaching workforce. Interestingly, out of the approximately 15 million English teachers worldwide, 80 percent are Non-Native English-Speaking Teachers (NNESTs). Despite the high demand for English education, anti-NNEST ideologies persist, reinforcing that native speakers are inherently superior instructors, regardless of their pedagogical qualifications. This study, grounded in the LangCrit theoretical framework (Crump, 2014), employs a qualitative case study approach to examine the professional experiences, identities, and language ideologies of five NNESTs in a bilingual border community. Unlike most research around NNESTs, which focuses on non-English-dominant countries, this study takes place in the United States, specifically along the US-Mexico border. By exploring NNESTs’ challenges, collaborations, and ideologies, the study provides valuable insights into their role in language education and challenges prevailing stereotypes.