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The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom

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Title: The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom
Language: English
Authors: Mansoor S. Almalki (ORCID 0000-0002-3214-9876)
Source: Language Teaching Research Quarterly. 2023 38:111-127.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Developing Nations, Developed Nations, English (Second Language), Second Language Instruction, Language Teachers, Doctoral Students, Coping, Foreign Students, Native Speakers, Professional Identity, Teacher Competencies, Cultural Influences, Foreign Countries, Writing Instruction, Writing Teachers, Language Usage
Geographic Terms: Saudi Arabia
ISSN: 2667-6753
Abstract: This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors. Using semi-structured interviews, the study analyses how two Saudi Arabian EFL instructors, during their PhD studies in the United States, and upon their return home, coped with the phenomenon of native-speakerism and navigated their way through the binary of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) in their teaching. They appreciated their Western education not due to the traditional privileged-Global-North-and-underprivileged-Global-South binary but because of the many ways in which it helped them negotiate their translingual identity. They saw themselves as better placed to give constructive feedback to learners but critiqued the NESTs' inability to base themselves in the local culture and positioned themselves above NESTs due to their knowledge of indigenous Saudi culture. Thus, they dismantled the traditional privilege associated with native-speakerism but did not hail one category over the other. Instead, they picked from both categories the materials, ways, means and attitudes that best served their purpose. They strove for hybridity. Through their negotiation of their foreign education and local challenges, they developed a unique translingual identity.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1412269
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom
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  Data: <searchLink fieldCode="AR" term="%22Mansoor+S%2E+Almalki%22">Mansoor S. Almalki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3214-9876">0000-0002-3214-9876</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2023 38:111-127.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Label: Abstract
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  Data: This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors. Using semi-structured interviews, the study analyses how two Saudi Arabian EFL instructors, during their PhD studies in the United States, and upon their return home, coped with the phenomenon of native-speakerism and navigated their way through the binary of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) in their teaching. They appreciated their Western education not due to the traditional privileged-Global-North-and-underprivileged-Global-South binary but because of the many ways in which it helped them negotiate their translingual identity. They saw themselves as better placed to give constructive feedback to learners but critiqued the NESTs' inability to base themselves in the local culture and positioned themselves above NESTs due to their knowledge of indigenous Saudi culture. Thus, they dismantled the traditional privilege associated with native-speakerism but did not hail one category over the other. Instead, they picked from both categories the materials, ways, means and attitudes that best served their purpose. They strove for hybridity. Through their negotiation of their foreign education and local challenges, they developed a unique translingual identity.
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 111
    Subjects:
      – SubjectFull: Developing Nations
        Type: general
      – SubjectFull: Developed Nations
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Cultural Influences
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Teachers
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom
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