“There is a question of skin and skill in the English language teaching professionals,” stated Watsachol Narongsaksakul, who recently shared her scholarly work Demystifying Native Speakerism in English Teacher Education, at the 2024 Illinois Association of Teachers of English (IATE) conference. “My presentation focuses on the problematic division between non-native and native English-speaking teachers, emphasizing the importance of a desirable professional identity that reflects ideological beliefs about the English language as a property to ensure equity, diversity, and inclusion.” 

The “skin and skill” dichotomy highlights how non-native English-speaking teachers (NNESTs) are often stereotyped based on their skin color, leading to assumptions about their competence. This bias undervalues their pedagogical skills and expertise compared to native English-speaking teachers (NESTs), perpetuating inequities in the field of English education. 

“Recognizing power differentiation validates the significant cultural and linguistic repertoire of NNESTs while setting an unrealistic standard for language articulation and production,” Narongsaksakul added.  

Narongsaksakul, from Thailand, is in her third year as an Ed.D. student in the School of Teaching and Learning at Illinois State University. Her areas of concentration are technology, literacy, and bilingual education simultaneously. She is a lecturer in English Language Teaching (ELT), curriculum developer, and sustainable development goals advocate. She also serves as social media chair of the Illinois Teachers of English to Speakers of Other Languages & Bilingual Education Association (ITBE).   

According to Narongsaksakul’s Demystifying Native Speakerism in English Teacher Education, it is crucial to incorporate approaches to divest native speakerism in English education by developing a curriculum around interdisciplinary topics that will expose teacher candidates to mixed cultural and linguistic backgrounds and enhance their self-concept and pride in their identities. Also, the way forward will be to apply the multilingual approach to ELT, plan lessons and courses using inclusive education, refine professional practices, and tailor professional development.   

Narongsaksakul left a word of advice for graduate students. “My experience in presenting, organizing, coordinating, and moderating multiple local, regional, and international conferences has positively impacted my professional growth, and networking with like-minded educators in the field makes me feel empowered. I believe that teachers are lifelong learners.”  

The Illinois Association of Teachers of English (IATE) is affiliated with the National Council of Teachers of English.