Barriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong

Abstract

In many Asian countries, such as Korea, Japan, Taiwan and Hong Kong, an important strategy in the promotion of English language learning is the hiring of native-speaking English teachers. This paper reports on a small-scale exploratory study that examined how native-speaking English teachers (NETs) working in the Primary Native-speaking English Teacher (PNET) Scheme construct their professional identity(ies) and explored the barriers to their professionalism that exist within their role and context. Data were collected using a questionnaire and a group interview with qualified NETs. The findings of the study show that NETs’ identities are complex with NETs having to negotiate their professional identities to fit into their role and local context. Although other stakeholders endorse this modification, it does not come without cost. NETs sacrifice their authentic selves while facing barriers to their own personal beliefs of good teaching and professionalism. The author suggests that if these barriers are not addressed, NETs may feel marginalised and be unable to be their professional selves. A number of suggestions are made for NETs, teachers, school administrators and policy-makers on how to better support NETs’ professionalism.