Speaker
Description
Native-speakerism continues to erode language teachers’ professional identities by privileging “native speakers” over equally qualified educators. Drawing on qualitative research with 12 participants, this talk interrogates how such hierarchies undermine professional legitimacy and inflict psychological harm. It then advances trans-speakerism as a corrective framework and highlights its capacity to reframe professionalism around knowledge, qualifications, and experience. The talk concludes by proposing Global Teachers of Englishes (GTEs) and outlining implications for fairer teacher education and development.
References
References
Hiratsuka, T. (2024a). Native-speakerism and trans-speakerism: Entering a new era. Cambridge University Press.
Hiratsuka, T. (2024b). Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications. System, 128. https://doi.org/10.1016/j.system.2024.103543
Hiratsuka, T. (2025a). Headwinds and tailwinds of trans-speakerism. International Journal of Applied Linguistics. (https://doi.org/10.1111/ijal.70040)
Hiratsuka, T. (2025b). Native English-speaking teachers (NESTs) on trans-speakerism in Japan. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2025.2579269
Hiratsuka, T. (Ed.). (2025c). Trans-speakerism: A collection of empirical explorations. Routledge.
Hiratsuka, T. (Ed.). (2026). Trans-speakerism and empowerment: A global dialogue in language education. Palgrave Macmillan.
Abstract
Native-speakerism continues to undermine language teachers’ professional identities worldwide, creating hierarchies that privilege so-called ‘native speakers’ over equally qualified educators. This talk presents research that aspired to upend these entrenched biases through trans-speakerism—an approach that transcends the native/non-native binary. Drawing on qualitative research with 12 participants in Japan, I will showcase the ways in which native-speakerism manifests in educational contexts and impacts their sense of professional legitimacy. With detailed participant narratives, I will expose the psychological toll of discriminatory practices that question competence based solely on linguistic heritage. Conversely, I will illustrate the potency of trans-speakerism in transforming these experiences by prioritizing qualifications, pedagogical knowledge, professionalism, and second language learning experiences (Hiratsuka, 2024a, 2024b, 2025a, 2025b, 2025c, 2026). This ideology empowers educators to reclaim their professional identities and acknowledge their legitimacy within their professional communities. Vital to the talk is the proposal of new professional terminology tailored to bolster impartial teacher development: Global Teachers of Englishes (GTEs). This designation accentuates Global Englishes while enabling all educators to relish their identities confidently. I will explain why this designation honors heterogeneous linguistic backgrounds and nurtures egalitarianism in teacher development. I will also elucidate how trans-speakerism principles can inform fairer approaches to development, mentoring, and professional support. The talk concludes with implications for teacher education programs and institutional policies that support all educators and foster growth based on competence and dedication—not linguistic origin.
Keywords
trans-speakerism, native-speakerism, global teacher of Englishes (GTE)
Short summary
Native-speakerism continues to erode language teachers’ professional identities by privileging “native speakers” over equally qualified educators. Drawing on qualitative research with 12 participants, this talk interrogates how such hierarchies undermine professional legitimacy and inflict psychological harm. It then advances trans-speakerism as a corrective framework and highlights its capacity to reframe professionalism around knowledge, qualifications, and experience. The talk concludes by proposing Global Teachers of Englishes (GTEs) and outlining implications for fairer teacher education and development.
| Title | Trans-speakerism: Building global teachers of Englishes (GTEs) through comm |
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