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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.)
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