Non-Native English-Speaking Teachers and Self-Appreciation: How Non-Native English-Speaking Teachers Can Gain Equity by Learning to Appreciate Themselves

Abstract

This research paper explores how non-native English-speaking teachers can consider using their multilingualism and transnationalism as assets in creating competitive portfolios fit for the 21st century linguistic marketplace. This enhancement in the portfolio to attract credit as ‘investors of the self’ is an aspect of human capital that can be utilized by non-native English-speaking teachers to enhance their self-esteem. This, in turn, can encourage potential investors to view non-native English-speaking teachers as relevant players in a global landscape that appreciates linguistic diversity and pluralism, as well as transnational experience. This research was conducted by performing interviews with non-native English-speaking teachers and an analysis of website 2.0 sources, aiming to gain insights into the opinions of non-native English-speaking teachers regarding their human capital and how new approaches can aid their equity within the field of English language teaching. The results demonstrated a desire in teachers to utilize their inherent skillsets comprising multilingual and transnational capabilities.

Keywords

• non-native English-speaking teachers
• human capital
• plurilingualism
• transnationalism