A Bourdieusian and Postcolonial Perspective on Collaboration Between NESTs and NNESTs

TESOL policymakers and researchers have extensively discussed issues concerning Native Speaker English Teachers (NESTs) and Non-Native Speaker English Teachers (NNESTs). However, relatively few studies have focused on the power dynamics between these two teacher groups in educational institutions, which can play a significant role in the implementation of NESTs-NNESTs collaboration policies. Previous studies demonstrate that many NNESTs have resisted the symbolic violence of “native English” by presenting their social or cultural capital other than English proficiency (e.g., recognized credentials, classroom management skills) or avoiding being compared with NESTs by students. However, these resistive strategies fail to be very effective because they do not directly challenge the unparalleled symbolic power of “native English” which often impedes NESTs-NNESTs collaboration through hindering NNESTs’ ability, willingness, or confidence to contribute. We argue for a more effective measure in reducing such symbolic violence: To raise/increase/escalate the importance of the “non-native” English and to create a multilingual community that NNESTs can draw upon in order to maximize the benefits of NEST and NNEST collaboration for students.We will conclude the study with an appeal for more critical approaches in TESOL policymaking as well as research and recommendations on how multilingualism can contribute to counteracting the symbolic violence of “native” English (García and Lin in Bilingual Multilingual Educ 1-20, 2017).