Аннотация:Despite the non-native English-speaking professionals’ movement which has started more than twenty years ago; native and non-native dichotomy is still considered to be the major paradigm for exploring English language teachers’ identity development. According to the researchers however, this act of categorizing people based on their language orientation is symbolic and used to produce discursive unity within a greater diverse group ( Blackledge & Pavlenko, 2001). And we need to inspire and promote users’ appropriation of English so that, speakers of English may take ownership of the language (Phan, 2009). ELT curriculum which is the tip of the ice-burg of this immense phenomenon, reflects stake-holders’ perception about native or non-native teachers. Drawing on literature from the field of English language teaching and theories of sociology this article attempts to present a contextual understanding of this crucial debate and goes further to suggest some steps. https://doi.org/10.26803/ijlter.18.7. 13
