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ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 2, 2025 

www.scholink.org/ojs/index.php/elsr 

41 
 

Original Paper 

We Should Not Hire Only Native English-Speaking Teachers 

Khalid Al-Seghayer1 

1 Department of English Language and Literature, College of Languages and Translation, Al Imam 

Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia 

* Khalid Al-Seghayer, E-amil: alseghayer@yahoo.com 

 

Received: March 1, 2025       Accepted: March 20, 2025     Online Published: April 9, 2025 

doi:10.22158/elsr.v6n2p41       URL: http://dx.doi.org/10.22158/elsr.v6n2p41 

 

Abstract  

The preference for hiring native English-speaking teachers (NESTs) over their non-native-speaking 

counterparts remains deeply rooted in language education. This paper challenges the assumption that 

being a native speaker necessarily guarantees effective teaching ability. It explores the unique 

advantages that well-trained (NNESTs) bring to the classroom, including firsthand language-learning 

experience, greater empathy, cultural sensitivity, and more extensive structural knowledge of the English 

language. Drawing on real-life examples and research EFL/ESL contexts, this paper argues that a 

balanced approach, wherein both NESTs and NNESTs collaborate and complement each other’s 

strengths, would engender to more optimal language learning outcomes. The analysis calls for a shift in 

hiring practices, with teaching qualifications and training valued over linguistic background alone. 

Keywords 

Native English-speaking teachers (NESTs), non-native English-speaking teachers (NNESTs), English as 

a Second Language (ESL), language acquisition, teaching qualifications, cultural sensitivity, empathy, 

structural knowledge, hiring bias, educational policy 

 

1. Introduction  

The hiring practices of English-language institutions and schools often reflect a strong bias toward native 

English-speaking teachers (NESTs), driven by the assumption that native fluency inherently makes an 

individual a better teacher. Many schools and language centers actively seek NESTs, often overlooking 

the qualifications and teaching experience of non-native English-speaking teachers (NNESTs). This 

orientation, however, is flawed. Speaking a language fluently does not guarantee effective teaching, with 

pedagogical training, cultural awareness, and empathy toward students’ struggles being equally critical 

for language classroom success. 

mailto:alseghayer@yahoo.com


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This assertion is supported by the fact that NNESTs have learned English as a second language 

themselves, conferring them a more comprehensive understanding of the learning process and the 

challenges that students face. I argue that NNESTs’ firsthand language learning experience, greater 

patience, and deeper grammatical knowledge make them equally, if not more, effective teachers than 

NESTs. The real-life examples, logical analysis, and empirical evidence presented in this paper call for 

the adoption of more balanced hiring practices that value teaching qualifications over native fluency.  

The real-life examples, logical analysis, and empirical evidence presented in this paper call for the 

adoption of more balanced hiring practices that value teaching qualifications over native fluency. These 

findings have important implications for both research and policy. From a research perspective, further 

investigation into the effectiveness of NNESTs in diverse classroom settings could strengthen the case 

for more inclusive hiring practices. On a policy level, language institutions and education policymakers 

should reconsider recruitment criteria to focus more on teaching ability and pedagogical expertise rather 

than native speaker status. 

 

2. The Bias Toward Native English-Speaking Teachers 

I keep a close watch on the advertising campaigns launched by private schools, English language 

institutions, and several public schools in the months preceding each new academic year, and these 

advertisements clearly express a desire to attract and employ only NESTs. This trend is corroborated by 

Ruecker and Ives (2015), who reported that many institutions prioritize native speaker status over formal 

teaching qualifications, even when NNESTs have more relevant training and experience. Similarly, 

Kiczkowiak and Lowe (2021) contended that effective teaching depends more strongly on pedagogical 

skills and experience than on native fluency, challenging the preference for native English speakers in 

language teaching. This important issue is addressed in the following discussion, which demonstrates 

that the exclusive orientation toward native speakers remains firmly entrenched in practice and has gained 

momentum in language teaching. I begin by stating several facts and sharing some accounts of real-life 

incidents. 

 

3. Real-Life Examples of Hiring Failures 

Two incidents that I have observed illustrate the consequences of hiring NESTs solely on the basis of 

their native speaker status. The first involves a government school that hired a number of native English 

speakers without examining their qualifications. The school assumed that native fluency would guarantee 

successful instruction. However, when students complained about their unsatisfactory performance, an 

investigation revealed that the teachers had no instructional experience or training. Some had previously 

worked as dog trainers in Chicago, a detail that underscored their lack of preparation for the classroom. 

The second occurrence revolves around a group of students at a private English language institution in a 

major city. The students reported that their instructors, who were primarily American and British 

nationals, had little to no teaching experience. Many of these individuals were in the country on 



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scholarships to study Arabic at local universities and took on part-time English teaching roles to 

supplement their incomes. While they were native speakers, their lack of qualifications and commitment 

to the profession resulted in poorly structured lessons and a lack of engagement in the classroom. As 

declared by one student, “We could tell they weren’t real teachers. They didn’t know how to explain 

grammar or help us improve.” 

These examples highlight the risks of prioritizing native speaker status over teaching qualifications. 

Unfortunately, such hiring practices are common in many EFL/ESL contexts, particularly in regions with 

high demand for English education (Ruecker & Ives, 2015). There are also documented cases of negative 

outcomes for both students and institutions stemming from the employment of unqualified NESTs over 

qualified NNESTs (Ruecker & Ives, 2015; Fithriani, 2018; Kiczkowiak & Lowe, 2021; Yawan & 

Marhamah, 2024). By focusing on linguistic background rather than pedagogical expertise, schools are 

in danger of compromising the quality of education and failing to meet students’ needs. 

 

4. The Unique Strengths of Non-Native English-Speaking Teachers  

It is important to look at some of the attributes of NNESTs that demonstrate the disadvantages of 

excluding them from teaching English as a foreign language. A key issue must first be considered: 

NNESTs possess significant characteristics that are unique to them. More specifically, trained NNESTs 

are, as shown in Figure 1, likely to exhibit six advantages over untrained NESTs: (1) firsthand experience 

with language learning, (2) patience and understanding, (3) multicultural understanding, (4) the status of 

a living model, (5) ease of identification given similarities in experiences with their students, and (6) 

enriched insight into the structure and use of the language. 

 

 

Figure 1. Six Advantages of Trained Nonnative English-Speaking Teachers Over Untrained 

Native Speakers 

 

 

 



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4.1 Firsthand Experience 

One of the most critical benefits of hiring NNESTs is their firsthand experience of the challenges 

confronting English language learners. This experiential comprehension allows these educators to better 

relate to their students’ needs, struggles, and motivations and to grasp how to keep them on track. 

Consequently, NNESTs are often more adept at identifying and addressing these difficulties, as well as 

guiding students toward the use of effective learning strategies. Their personal experiences as language 

learners enable them to anticipate common obstacles and provide practical solutions tailored to the 

particular circumstances of each student. 

Notably, NNESTs are trained to leverage their successful learning experiences to enhance their teaching 

efficacy, including the ability to help students maintain their motivation. As highlighted by Kiczkowiak 

and Lowe (2021), the personal experiences of NNESTs as language learners equip them with the capacity 

to anticipate and address common linguistic difficulties, such as grammar and pronunciation issues. This 

directly acquired knowledge often translates into more optimal and empathetic instructional approaches, 

enhancing the overall learning experience.  

Furthermore, well-trained NNESTs serve not only as effective instructors but also as relatable role 

models for their students. Their hands-on experiences of learning English allow them to appreciate the 

hardships encountered by students and foster a supportive learning environment (Kurniawati & Rizki, 

2018). This capacity to relate to students’ experiences enhances the teacher–student connection, 

ultimately contributing to more effective language acquisition. 

4.2 Patience and Understanding 

A notable characteristic of NNESTs is their heightened patience with language learners. Drawing from 

their own experiences, these educators are predisposed to demonstrate greater tolerance of the mistakes 

that English learners make, recognizing and valuing the gradual process through which students acquire 

proficiency in the English language. This understanding stems from the fact that NNESTs have likely 

encountered similar challenges when learning English themselves (Selvi & Yazan, 2021). This empathy 

contributes to the creation of a supportive learning environment, which is essential to laying the 

groundwork for student success. In contrast, some NESTs may struggle to comprehend why certain 

linguistic structures or vocabulary bewilder their students, as these elements may appear straightforward 

and intuitive to them. Nevertheless, it is important to acknowledge that this is not universal among NESTs, 

with many being highly empathetic and adept at addressing the diverse needs of their students.  

4.3 Multicultural Understanding  

Another considerable advantage carried by NNESTs is the broader cultural perspective that they bring 

to ESL/EFL classrooms compared with mainstream American or British teachers. NNESTs often possess 

a more profound appreciation for the diverse cultures represented in their classrooms, which enables 

them to cultivate richer cross-cultural knowledge among students. A survey conducted by Ruecker and 

Ives (2015) revealed that NNESTs are frequently more adept at integrating multicultural perspectives 

into their teaching, thereby enhancing students’ cultural awareness and equipping them with the skills 



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necessary for effective global communication and cultural competence (Kurniawati & Rizki, 2018). This 

ability is particularly valuable in classrooms where students come from a range of cultural backgrounds. 

Furthermore, NNESTs’ familiarity with both the culture to which the target language belongs and their 

students’ local cultures allows them to bridge cultural gaps effectively, facilitating deeper intercultural 

understanding (Bayyurt, 2006).  

4.4 The Status as a Living Model  

The next characteristic is best understood through a discussion of claims related to the exclusive 

recruitment of NESTs. First, since NNESTs frequently make grammatical and pronunciation mistakes, 

they are unable to model the language in the best ways possible. By contrast, NESTs rarely commit errors 

and are therefore the most reliable exemplars of English language ability, justifying the belief that they 

should be the only ones allowed to teach it. These arguments fall apart upon closer inspection. Language 

educators and practitioners do not expect NNESTs to be at the same level as NESTs in all aspects of 

language. Indeed, an English teacher who makes an occasional grammatical, structural, or pronunciation 

error offers an advantage because learners see an imperfect living role model whose English ability is 

within their grasp. Learners realize that they can evolve into individuals resembling their teachers if they 

work hard to acquire English. Adara (2020) found that students often perceive NNESTs as more relatable 

and achievable role models, as their language proficiency represents a realistic goal for learners. This 

relatability can boost students’ motivation and confidence in their own language-learning journey. Such 

a situation does not hold for NESTs, who may also have distinct accents that are difficult to emulate or 

may make and teach grammatical errors without realizing that their manner of speaking is, in fact, a non-

standard variety of English.  

4.5 Ease of Identification  

The ease with which learners can identify with NNESTs paves the way for the cultivation of a natural 

rapport between them and their students. Learners often perceive such educators as relatable figures, 

which enhances their motivation to learn English. When students encounter difficulties or feel that 

mastering English is an insurmountable challenge, the presence of NNESTs serves as a tangible reminder 

that success is achievable, as their teachers have navigated similar linguistic challenges. NNESTs 

frequently share linguistic and cultural backgrounds with their students, which engenders a sense of 

solidarity and trust in the classroom (Chakma, 2020). This connection can significantly enhance students’ 

engagement and willingness to participate. Pariyanto (2021) similarly argued that NNESTs’ shared 

experiences with their students foster a deeper sense of trust and engagement, ultimately creating a more 

inclusive and motivational learning environment. The ability of NNESTs to establish strong 

identification and rapport with students represents a distinct advantage in EFL instruction. 

4.6 Enriched Insight into Language Structure 

Yet another remarkable strength of NNESTs is the rich insight that they have into the structure and usage 

of the English language compared with NESTs. A strong grasp of these linguistic elements is essential 

for effective language instruction, and NNESTs’ understanding of them enhances the quality of their 



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teaching. Research has indicated that NNESTs, having studied the language formally, often possess a 

more thorough knowledge of grammar, usage, and punctuation than NESTs, who typically acquire these 

skills naturally. Through their formal studies, NNESTs have gained expertise in complex aspects of 

English, such as tenses, articles, and auxiliary verbs—areas that native speakers may use intuitively but 

rarely analyze or articulate with precision. 

This explanation was further broken down by Önalan (2018), who elaborated that NNESTs frequently 

cultivate a more explicit understanding of English grammar, thus enabling them to explain complex 

structures more clearly. In the same vein, Zhang and Solarz (2022) asserted that NNESTs’ meaningful 

grasp of the structure and use of English empower them to clarify complicated language patterns in a 

more precise and compelling manner for students. This analytical approach confers NNESTs a distinct 

advantage in helping learners navigate the intricacies of English. 

 

5. Conclusion  

The assumption that native speakers make more effective teachers is both flawed and restrictive. 

NNESTs bring unique and valuable skills to the classroom, including a deep understanding of the 

language learning process, patience, and cultural sensitivity. Empirical evidence and real-life examples 

demonstrate that well-trained NNESTs are often better equipped to meet students’ educational needs than 

unqualified NESTs. To create a more inclusive and successful English education system, schools and 

institutions should shift their focus from linguistic background to teaching ability through concrete 

reforms. This can be achieved through blind hiring processes, the prioritization of teaching credentials, 

the establishment of collaborative endeavors between NESTs and NNESTs, and the delivery of 

professional development opportunities. 

Stakeholders can ensure that teaching credentials are prioritized by implementing clear, standardized 

hiring criteria that emphasize professional qualifications over linguistic background. Establishing blind 

hiring processes—where applicants’ linguistic backgrounds are concealed during the initial screening 

phase—can help reduce unconscious bias and ensure that hiring decisions are based on teaching ability 

and formal training. Additionally, providing hiring committees with training on equitable recruitment 

practices will reinforce the importance of credentials and demonstrate teaching effectiveness. Such 

training would help decision-makers focus on candidates' professional competence rather than their 

native speaker status, leading to more consistent and equitable hiring outcomes.  

Creating a system explicitly dedicated to prioritizing credentials would further support equitable hiring. 

This system could take the form of a centralized certification database or an accreditation body that 

evaluates teaching qualifications and teaching performance based on objective criteria. Schools and 

institutions could use this resource to identify and verify well-qualified candidates while promoting 

consistency in hiring standards. Moreover, the system could serve as a platform for professional 

development, offering training programs and resources that reflect best practices in language teaching. 



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By establishing a structured and transparent system, institutions would be better positioned to attract and 

retain highly qualified teachers, regardless of their linguistic background.  

Collaborative efforts between NESTs and NNESTs can also enhance the quality of language instruction 

by combining their respective strengths. Co-teaching models, where NNESTs provide grammatical and 

structural insights and NESTs offer conversational fluency and cultural context, would create a more 

balanced and effective learning environment. Peer observation and feedback sessions would allow 

teachers to learn from each other’s techniques and adjust their methods, accordingly, fostering a culture 

of continuous improvement. Similarly, curriculum development workshops where NESTs and NNESTs 

collaborate to design balanced and culturally sensitive lesson plans would promote inclusivity and 

improve student engagement. Establishing mentoring programs, where experienced NNESTs and NESTs 

exchange strategies and support each other’s professional growth, would further strengthen this 

collaborative environment and create a more unified teaching community. 

Ensuring equitable hiring also requires targeted professional development initiatives. Teacher training 

programs that address both linguistic and pedagogical skills would ensure equal access to professional 

growth for NESTs and NNESTs alike. Implicit bias training for hiring managers and administrators 

would help reduce prejudice based on linguistic background, promoting a more objective evaluation 

process. Workshops on effective teaching strategies, highlighting the strengths of both NESTs and 

NNESTs, would foster mutual respect and collaboration in the classroom. Additionally, conferences and 

networking events encouraging cross-cultural understanding and professional exchange among language 

teachers would further strengthen the professional community and promote a more balanced teaching 

environment.  

Although challenges such as institutional resistance or logistical barriers may arise, raising awareness 

among stakeholders and promoting equity in hiring practices can help overcome these obstacles. By 

focusing on teaching ability rather than linguistic background and fostering collaboration between 

NESTs and NNESTs, institutions can more effectively serve students and advance professionalism in 

English language teaching. Shifting the focus from nativeness to qualifications will not only improve 

educational outcomes—such as higher student proficiency, engagement, and success rates—but also 

create a more inclusive and equitable environment for teachers and learners alike. By valuing competence 

over nativeness, the field of English language teaching can move toward true equity, ensuring that every 

student has access to the highest quality instruction, regardless of their teacher’s linguistic background. 

 

About the Author  

Khalid Al-Seghayer is an accomplished Applied Linguistics scholar with over 20 years of experience in 

teaching, research, academic leadership, and translation. He holds a Ph.D. in Applied Linguistics from 

the University of Pittsburgh and has made significant contributions to the fields of Computer-Assisted 

Language Learning (CALL) and second language reading. His expertise spans technology-enhanced 



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language learning, EFL/ESL teaching methodologies, curriculum development, and cross-cultural 

communication. 

 

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language classrooms. Teacher Development, 10(2), 233-247. 

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Chaika, O. (2018). Key advantages of multiculturalism for foreign language teaching and learning. 

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