ABSTRACT
It is an established fact that there are now many more multilingual speakers of English for whom English is an additional language than there are native speakers. Nevertheless, the native-speaker model and the native-speaker teacher are proving extremely resilient and remain the preferred options in many English-language teaching situations. This is certainly the case in East and Southeast Asia, where governments and language-teaching institutions privilege native speakers over locally trained multilinguals. Indeed, many advertisements explicitly state that only native speakers can apply for English-language teaching positions, even when these teachers have no language-teaching qualifications and have little experience themselves of second-language teaching or learning. (Examples of such advertisements are provided later in this chapter.)
