"Would you take a pay cut? We're looking for Caucasians". How whiteness can affect White, Black and Muslim female 'native-speaker' English language teachers.

This article sets out investigate the interrelationships between native speakerism, Whiteness, ethnicity and appearance in the TESOL context. It explores whether Whiteness plays a part in TESOL teachers' recruitment and job opportunities when employers are seeking to employ 'native speakers'. It draws its data from focus group interview data with seven female TESOL teachers. Two were White, three were Black and two were White Muslims who wear the hijab. The findings show that when English language teaching job advertisements call for 'native speaker' teachers, recruiters are-consciously or unconsciously-looking for White teachers from ex-colonising countries such as the USA, the UK, Canada, Australia and New Zealand whom they perceive as representing Whiteness. In this sense, Whiteness is inextricably linked to the concepts of the 'native speaker' and 'native speakerism' in English language teaching. The study concludes that native speakerism acts a veiled façade for Whiteness and consequently that White TESOL native speaker teachers are privileged over their Black and Muslim counterparts in a number of areas. These include: pay, objectification, acknowledgement of their professional achievements and visibility in advertising materials aimed at prospective students and their parents. The paper concludes with a call to confront such often-unacknowledged bias in favour of Whiteness by establishing open conversations with recruiters, parents, students and others involved in the TESOL field. It also recommends that countries should follow the European Union's lead and ban any language teaching job criteria that state a 'native speaker' requirement.