Numerous studies have explored the persistence of discrimination against nonnative‐English‐speaking teachers (NNESTs) of English as a foreign or second language in various contexts. However, the author of this article could find no study that explores the prevalence of “native‐speakerism” and other forms of discrimination in English language teacher recruitment in South America. The current study thus investigated the extent to which online postings for English language teachers in Colombia expressed a preference for native‐English‐speaking teachers (NESTs) and how this discrimination intersects with other inequitable hiring practices. The author conducted content analysis on job ads found on two prominent Facebook groups for English language teachers in Colombia. The findings reveal evidence of discrimination in nearly half of the 95 job ads analysed. These ads discriminate based on age, gender, nationality, variety of English, the location where a prospective teacher gained their qualifications, and “nativeness.” The study tentatively concludes that this discrimination has several dimensions, with those further from the colonial “centre” facing greater degrees of discrimination. The mutually reinforcing constructs of coloniality and native‐speakerism help account for the persistence of such discrimination, which is also reflected in the Colombian governments’ linguistic policies.

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哥伦比亚英语教师的歧视性招聘广告：招聘偏见分析

许多研究探索了在各种情况下对英语作为外语或第二语言的非英语母语教师（NNESTs）的歧视的持续性。但是，本文的作者找不到在南美南美英语教师招聘中探讨“母语使用者”和其他形式歧视的流行的研究。因此，当前的研究调查了哥伦比亚英语教师在线发布的内容在多大程度上表达了对以英语为母语的英语教师（NEST）的偏爱，以及这种歧视与其他不平等的聘用做法如何相交。作者对在两个著名的Facebook组中针对哥伦比亚英语教师的招聘广告进行了内容分析。调查结果揭示了在分析的95个招聘广告中有将近一半存在歧视的证据。这些广告会根据年龄，性别，国籍，英语的种类，准教师获得资格的位置以及“本土性”进行区分。该研究初步得出结论，这种歧视具有多个方面，而距殖民地“中心”较远的那些方面则面临更大程度的歧视。的相辅相成的构造殖民主义和母语会导致这种歧视的持续存在，这也反映在哥伦比亚政府的语言政策中。