Non-native English-speaking teachers of writing, native-speaker ideologies, and feedback uptake in first-year composition

Mustapha Bannerman

doi:10.54475/jlt.2026.007

Authors

Mustapha Bannerman University of Texas at El Paso https://orcid.org/0009-0007-2922-7400

DOI:

https://doi.org/10.54475/jlt.2026.007

Keywords:

feedback uptake, linguistic authority, translingualism, multilingualism, second language writing, NEST/NNEST

Abstract

Research on non-native English-speaking teachers (NNESTs) and writing feedback has rarely examined how students’ perceptions of multilingual instructors shape feedback uptake. This critical literature review synthesizes scholarship from composition studies, second language writing, translingualism, and NNEST research to examine this relationship in first-year composition. The review argues that native-speaker ideologies may shape perceptions of instructor credibility in ways that could influence students’ willingness to trust and apply feedback during revision. It identifies a significant gap in existing scholarship and calls for empirical research and pedagogical practices that promote linguistic justice, multilingualism, and equitable writing instruction in higher education.

Author Biography

Mustapha Bannerman, University of Texas at El Paso

Mustapha Bannerman is a PhD Candidate in Rhetoric and Composition at the University of Texas at El Paso. His research focuses on second language writing, rhetoric and composition, writing feedback, multilingual writers and instructors, and citation justice. He has taught English language and writing in educational settings across Africa and Asia and has also taught first-year composition in North America. His research examines how language ideologies, rhetorical practices, and pedagogical approaches shape writing instruction and knowledge production across diverse educational contexts.
Email: mbannerman@miners.utep.edu

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