Exploring the intersection of race and native speakerism in English language teaching: experiences of Black African teachers in Turkey

Abstract

Research on race and native speaker status in language teaching provides little insight into the experiences of Black African English teachers (BAETs) in the diaspora. To address this gap, this study examines how aspects of BAETs' positionalities - such as race and native speaker status create challenges in their professional and societal lives in Turkey. Data from twelve semi­ structured interviews of BAETs were analyzed using thematic analysis. Findings suggest that race­ related challenges trump language-related ones and that Blackness fundamentally shapes outsiders’ perception and value of BAETs’ linguistic expertise. Even when BAETs possess the same or superior qualifications as their White colleagues, they endure additional hardships due to their race (e.g., racial slurs, lower wages). Drawing on Foucault and Bourdieu’s theories of power and capital, along with Flores and Rosa’s concept of raciolinguistic ideologies, this study enhances our understanding of how racial hierarchies of power and capital systematically devalue BAETs' linguistic expertise and professional worth.