The CATESOL Journal

The issues surrounding native speakers (NSs) and nonnative speakers (NNSs) as teachers (NESTs and NNESTs, respectively) in the field of teaching English to speakers of other languages (TESOL) are a current topic of interest. In many contexts, the native speaker of English is viewed as the model teacher, thus putting the NEST into a position of privilege and the NNEST into one of prejudice. Recent scholarship has attempted to address these issues (Mahboob, 2010; Medgyes, 1994; Phillipson, 1992b). This paper will draw from some of this research as well as provide insights into the privileges enjoyed by NESTs in contrast to the discrimination faced by NNESTs. It will then discuss various practical ways that might help to mitigate the inequity between NESTs and NNESTs.