Challenging assumptions in ELT: a sequential explanatory study on the impact of ‘native-speakerism’ on perceived professionalism

Abstract

Many practices in English Language Teaching (ELT) appear to be grounded in intuitive knowledge rather than scientific evidence. The concept of the ‘native-like speaker’ has gained widespread acceptance as a common assumption in educational institutions, including schools, universities, language centres, and teacher training programs. This study investigates the conscious and/or unconscious adoption, usage, and promotion of the ‘native-like speaking teacher’. To test the hypothesis that English teachers are more favourably perceived when they speak with a native-like accent compared to a localized Moroccan accent, a sequential explanatory study was employed, integrating quantitative and qualitative data analysis techniques. The quantitative component involves a Matched Guise Experiment to assess respondents’ biases toward Moroccan Accented English Teachers (MAETs) and Native Accented English Teachers (NAETs). The qualitative aspect employs Critical Discourse Analysis (CDA) based on Teun Van Dijk’s framework to examine an American Language Centre’s online job advertisement and a teacher description passage. The findings indicate a discernible pattern wherein the ‘native-like speaking teacher’, despite its pseudo-scientific nature, is used in a discriminatory manner as a benchmark not only for assessing Moroccan teachers’ English language proficiency but also for evaluating their teaching effectiveness and professionalism. The results highlight the need for a more evidence-based approach to ELT principles and emphasize the importance of critically examining assumptions ingrained in teaching principles and methodologies.