Native-speakerism in ELT in Morocco: A Study of Students’ Attitudes and Teachers’ Self-perceptions

Abstract

The purpose of this study is threefold. First, it aims to discuss the concept of native-speakerism in English language teaching and how such an ideology is still manifested in the discriminatory practices between native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs). Second, the study seeks to explore Moroccan EFL students’ (MEFLSs) attitudes towards NESTs and non-NESTs. Finally, the study endeavours to measure Moroccan EFL teachers’ (MEFLTs) self-perceptions regarding their own proficiency and their level of comfort teaching different skills, language components and levels, along with their beliefs about and perceptions of other non-NESTs. To this end, a total of 119 participants took part in the present study (76 MEFLSs and 43 MEFLTs). The findings of the study show that MEFLSs’ attitudes towards NESTs and non-NESTs are positive and MEFLTs’ self-perceptions about their own proficiency or level of comfort teaching different skills or levels are high.