Institutional Objections to Non-native English-speaking Language Teachers Using Hybrid Language Policies

Abstract

This paper is focused on non-native English-speaking teachers (NNESTs) and how they are obstructed by institutional bias, especially regarding the use of English hybrid competencies in the ELT classroom. I seek to establish whether the professional legitimacy of NNESTs may be enhanced by an institutional acceptance of the use of the full communicative repertoire that they possess. Due to socio-economic forces dominated by neoliberalism there is little equity regarding the status of NNESTs and little acceptance of the diversification of ELT pedagogy regarding language policies of plurality. Through an in-depth analysis of interviews with three NNESTs I demonstrate evidence of institutional bias and the obstruction of NNESTs in using hybrid policies such as English as a lingua franca and translanguaging in the ELT classroom.