Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

最近，我们目睹了学术兴趣和专业倡导工作的出现，其重点是系统性、交叉性、流动性和情境化的不平等和由本质化和理想化的（非）母语说话（说话/说话）及其个人和职业影响所构建的动态等级制度英语语言教学（ELT）专业（als）。这篇批判性文献综述旨在描述、检查和指导现有的学术研究，重点关注与传统上被概念化为“母语”和“非母语”英语教师的英语教学专业人员相关的无数问题。我们得出一个工作结论，即（非）母语者/教师身份是一种认识论霸权、历史殖民、根据情境制定（感知和/或归属）、动态经历的社会职业现象，与其他身份类别（例如，种族、种族、原籍国、性别、宗教、性/性取向、社会阶层、学校教育、护照/签证状况和外貌等），对作为语言使用者和教师的个人进行先验联系和断言，从而形成话语以及英语教学中的（不）公平、特权、边缘化和歧视做法。