Advanced English Learners’ Attitudes Toward NESTs and NNESTs: Influences of Native Speakerism at an English Language Academy in Florencia, Caquetá, Colombia

Abstract

This study investigates the influence of Native Speakerism on advanced English learners’ attitudes towards Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) at an English language academy in Florencia, Caquetá, Colombia. Grounded in Holliday’s (2006) Native Speakerism framework and theories of motivation, identity, and intercultural competence, the research addresses how this ideology shapes perceptions and learning experiences in a rural context. Employing a qualitative approach, data were collected from 21 advanced learners (aged 16–28) through Focus Groups and a Verbal-Guise Test evaluating three speakers: an American (perceived NEST), an Italian (NNEST), and a Colombian (NNEST). Findings reveal a nuanced interplay: learners admired the American speaker’s fluency but critiqued his delivery, preferred the Italian speaker for pedagogical clarity, and valued the Colombian speaker’s empathy for beginners, though biases limited his role. The study challenges Native Speakerism by highlighting NNESTs’ pedagogical and cultural strengths, fostering inclusive attitudes among learners. In Caquetá’s context of limited NEST exposure, NNESTs’ accessibility is vital. This research advocates for equitable language education policies, promoting NNESTs’ contributions to enhance learner engagement and cultural relevance, offering insights into rural language teaching and future studies on linguistic equity.