Yusop Boonsuk
This study investigates the professional identities of native English-speaking teachers (NESTs) and nonnative English-speaking teachers (NNESTs) through the lens of Global Englishes (GE) and Global Englishes Language Teaching (GELT) in Thailand’s secondary education, with a specific focus on the linguistically and culturally diverse region of Thailand’s Deep South (TDS). Data were collected from semistructured interviews and focus group discussions involving nine TDS secondary school teachers to explore the overlapping relationship among multilingualism, societal expectations, and teacher identity. Qualitative content analysis revealed that linguistic diversity in classrooms presents opportunities and challenges as it enhances classroom interactions and reinforces societal pressures to conform to Standard English (SE) norms. Native-speakers’ biases in recruitment and teaching practices were found to marginalize NNESTs, as they undermine their professional confidence and restrict career opportunities. Despite these challenges, NNESTs demonstrated resilience and adaptability, utilizing their multilingual expertise to create inclusive learning environments that align with GELT principles. The findings highlight the urgent need for systemic reforms, such as revising recruitment policies to prioritize pedagogical expertise over nativeness, integrating GELT into professional development programs, and addressing societal perceptions of SE and linguistic hierarchies. Emphasizing linguistic diversity, cultural adaptability, and teaching competence, this study proposes a decolonized ELT framework that reflects today’s global realities of English use. © Springer Nature Singapore Pte Ltd. 2026.
Faculty of Education, Prince of Songkla University, Pattani, Thailand; Korea University, Seoul, South Korea; Department of Nonformal Education, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia
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