Work

Negotiating Legitimacy: Identity Construction of Non‐Native and Heritage‐Background Korean Language Teachers

Year: 2026

Type: article

Abstract: ABSTRACT This article explores how non‐native and heritage‐background graduate teaching assistants (GTAs) negotiate legitimacy and construct their professional identities as Korean language teachers at a major public university in New Zealand. Drawing on data from a questionnaire and semi‐structured interviews, the findings reveal the influence of native‐speakerism on their self‐perceptions, positioning their language competence in deficit terms. However, none regarded native‐like proficiency as a prerequisite for being an effective language teacher, distinguishing between native‐speaker identity and professional teacher identity. The GTAs actively built legitimacy and constructed their professional identities through mobilizing their linguistic, cultural, and academic backgrounds—reframing their identities as pedagogical strengths. The study thus shows that perceived proficiency does not necessarily determine susceptibility to native‐speakerism. The findings offer implications for teacher education, highlighting the centrality of identity and the complementary strengths of teachers from diverse backgrounds.

Source: International Journal of Applied Linguistics

DOI: 10.1111/ijal.70395

Authors: Mi Yung Park, Jongyun Lim, Thy Nguyen Thao Le

Institutions: University of Auckland, Auckland University of Technology

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,240