(Dis)empowering native speakers? Teachers' perceptions in Malta.

The article examines English language teachers' perceptions of native English-speaking (NS) teachers in Malta's English Language Teaching (ELT) sector, highlighting the persistence of native-speakerism despite English's role as a global lingua franca. Based on interviews at a boutique ELT school, the study reveals that Malta's colonial history continues to influence teachers' views, with NS status often linked to authority and prestige, while non-native speakers (NNS), especially those from former colonies, grapple with self-perception issues related to this dichotomy. Although the ELT industry in Malta shows relative acceptance of NNS teachers, colonial-era ideologies still affect attitudes and professional identities. The article underscores the need for professional development that addresses linguistic diversity and challenges native-speaker supremacy within Malta's evolving multilingual context.