Becoming a Language Teacher

This chapter explores how linguistic discrimination, shaped by the pervasive ideology of native speakerism, may impact (English) language teacher identity (LTI) from non-native English-speaking (NNES) backgrounds, through the theoretical lens of intersectionality and postcolonial feminism. Linguistic discrimination, manifesting through native-speakerism, linguistic hegemony, and the devaluation of heritage languages, intersects with race, culture, gender, and sociopolitical determinants, creating compounded affective and emotional challenges for these teachers in professional contexts. Postcolonial feminist theory underscores how these intersecting oppressions are not isolated but mutually reinforcing, shaping both the lived experiences and professional identities of these teachers. The chapter presents examples from the language teachers of Global South backgrounds in Australia to demonstrate how these teachers resist systemic barriers through “hybrid professional becoming,” leveraging their translingual practices, cultural repertoires, and agency to navigate and challenge linguistic and gendered discrimination. This exploration highlights the importance of considering the intersectionality of identity markers in understanding linguistic discrimination and calls for a rethinking of applied linguistics and teacher education to embrace inclusivity and equity. The implications of this analysis include the necessity for professional, pedagogical and policy reforms that dismantle native-speakerism, recognize the value of linguistic diversity, and address systemic power imbalances in TESOL (Teaching English to Speakers of Other Languages).