Navigating native speakerism on Instagram : English language teachers’ attitudes, emotional experiences, and identity negotiations

Abstract

This study examines how native speakerism discourse influences English language teachers’ attitudes, emotional experiences, and identity negotiations on Instagram. It investigates teachers’ perceptions of the importance of a native-like accent for success in branding on the platform. Data were collected through open-ended questionnaires, narrative frames, and in-depth semi-structured interviews with 14 teachers engaged in branding on Instagram. Findings indicate that teachers view a native-like accent as essential for achieving success in Instagram branding. Most teachers had a positive attitude toward native-like accents and found them aesthetically pleasing. While many felt pressured to adopt such accents to enhance their professional image, some negotiated their identities by emphasizing pedagogical skills and authenticity. This research illustrates how native speakerism operates in the digital context of social media and how social media dynamics lead to emotional tensions and identity negotiations among teachers. It contributes to the discourse on native speakerism in the digital realm.