“Because she’s not a native speaker of English, she doesn’t have the knowledge”: positioning NNES scholars in U.S. higher education

ABSTRACT

This study examines how we, who self-identify as nonnative English speakers (NNESs), construct our NNES positionings in academia. It further investigates how these constructions have affected how we position ourselves and are positioned by others in the context of U.S. higher education. Utilizing methodological procedures of duoethnographies, we explore our constructions of NNES positionings through an analysis and synthesis of our three-interview series in which we interviewed each other. Findings demonstrate how our NNES position has been historically and socially constructed through our academic trajectories and professional experiences, and how we have been repetitively positioned by students and other scholars, including manuscript reviewers and editors. The study suggests that NES/NNES positionings exist in academia. To advance NES/NNES conversations, we argue that understanding how the concept of positioning works enables both NESs and NNESs to assess and develop pedagogical and professional practices based on expertise, knowledge, and experience.

KEYWORDS:

• Positioning theory
• (Non)native English speakers
• duoethnography
• academic publishing
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. NESs stands for Native English Speakers/Speaking. We use this abbreviation as a noun and an adjective depending on the sentences.NNESs stands for NNES English Speakers/Speaking. We use this abbreviation as a noun and an adjective depending on the sentences.

2. During the time the study was being conducted, the authors were tenure-track assistant professors. They are currently associate professors.