This study employs Critical Discourse Analysis (CDA) to interrogate the discourse of native-speakerism prevalent in English Language Teaching (ELT). It analyzes a research article that advocates for the superiority of native English-Speaking Teachers (NESTs) over Non-native English-Speaking Teachers (NNESTs). By applying Fairclough and Fairclough's (2012) practical reasoning framework, the research reconstructs the article's argumentative structure and critically examines its underlying assumptions and values. The analysis reveals that the article's promotion of NESTs is underpinned by a pervasive native-speakerism ideology. This ideology constructs a hierarchical relationship between native and non-native speakers, privileging Western culture and language over others. The article's discourse naturalizes this hierarchy, obscuring its socially constructed nature and its role in perpetuating linguistic inequality. By focusing on the supposed innate superiority of NESTs, the article overlooks the complex interplay of factors influencing effective teaching, including pedagogical expertise, cultural competence, and learner needs. The research concludes by emphasizing the detrimental impact of native-speakerism on ELT. It underscores the need to challenge and dismantle this ideology in favor of a more inclusive and equitable approach to teacher education and professional development. By recognizing the linguistic diversity of the world and valuing the expertise of NNESTs, the field can move towards a more just and effective practice.

Combining teachers’ big and small stories through a hybrid lens, the present study sought to examine the presence of meaning, as a component of well-being, in Iranian English language teachers within the discourse of sanctions, which could shape their positionality towards TESOL. Two themes were extracted: the emergence of critical hope and a shift towards plurilingual practices of agency. While challenging social injustice and colonial projects such as native-speakerism, critical hope created the possibility of transformation as it enabled teachers to evaluate their position towards the existing situation, acknowledge their relative agency, and implement new pedagogical practices. Valuing plurilingual identities of non-native teachers centered on the possibilities of empowerment and resilience fostering teachers’ agency within the discourse of sanctions and othering. Sanctions were turning points that helped participants negotiate different kinds of teacher identity through the fluid and context-based use of diverse linguistic repertoires and re-visit their conception of TESOL.

Combining teachers’ big and small stories through a hybrid lens, the present study sought to examine the presence of meaning, as a component of well-being, in Iranian English language teachers within the discourse of sanctions, which could shape their positionality towards TESOL. Two themes were extracted: the emergence of critical hope and a shift towards plurilingual practices of agency. While challenging social injustice and colonial projects such as native-speakerism, critical hope created the possibility of transformation as it enabled teachers to evaluate their position towards the existing situation, acknowledge their relative agency, and implement new pedagogical practices. Valuing plurilingual identities of non-native teachers centered on the possibilities of empowerment and resilience fostering teachers’ agency within the discourse of sanctions and othering. Sanctions were turning points that helped participants negotiate different kinds of teacher identity through the fluid and context-based use of diverse linguistic repertoires and re-visit their conception of TESOL.

The current study aimed at examining the relationship between English language teachers’ assessment literacy and their teaching experience. In other words, it intended to inspect the relationship between native and non-native English language teachers’ assessment literacy and their teaching experience. To achieve such goals, 100 native and non-native English teachers from ESL and EFL contexts were picked out on the basis of a combination of availability sampling and snowball sampling procedures. They were asked to take part in the study by filling out Classroom Assessment Literacy Inventory developed by Cynthia Campbell and Craig Mertler (2004). The results revealed that there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience. Besides, 32 percent of shared variances between native teachers’ perspectives regarding assessment literacy and their experiences. However, there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.

Introduction: Citation is an essential prevalent feature of all academic writings in various fields of knowledge. It is employed by authors and researchers across disciplines for diverse reasons. This study was aimed at comparing types and functions of citations in medical research articles in discussion sections between Iranian medical faculty members and their native counterparts.Method: To this end, discussion sections of 48 native and non-native written Research Articles (RAs) from credible ISI-indexed journals with good impact factor (about 0.5-1.5) from each group were analyzed in terms of citation types and functions.Results: The results revealed that non-integral citations were found to be the most frequent citation type both among RAs written by non-native and native researchers. Also, Vancouver referencing style in non-native articles was used more while in native articles APA referencing style was the dominant style. Concerning citation functions, referencing was the most common one in native articles. However, referencing and comparisons were the most two frequent functions among non-native articles. As the results revealed, there were striking differences in citation practices of native and non-native researchers in medical sciences.Conclusion: This study calls for reevaluation of citation practices among Iranian authors and systematic treatment of types and functions of citations in ESM and EAP writing courses.