The professional identity of EFL teachers: The complexity of nativeness

Adina Mannes, Yaacov J. Katz

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be ad-vantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.

Original languageEnglish
Pages (from-to)5-24
Number of pages20
JournalCurriculum and Teaching
Issue number2
StatePublished - 1 Nov 2020

Bibliographical note

Publisher Copyright:
© 2020 James Nicholas Publishers.


  • EFL teachers
  • NEST
  • Native English-speak-ing teachers
  • Non-native English-speaking teachers
  • Professional identity


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