A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with either one of those two categories. In this paper, we provide a brief overview of relevant literature published after Moussu and Llurda's (2008) state-of-the-art article and set out a series of tasks that we deem important in order to expand the field of research and cover areas that have not yet been sufficiently investigated. Those tasks are grouped into three sections that cover the main aspects that we perceive to be in need of attention: (1) debunking native-speakerism; (2) differences between native teachers and non-native teachers; and (3) languages other than English.

过去 30 年，人们投入了大量精力来理解本土性和传统上所谓的非本土性。虽然许多研究试图解决所谓的母语人士和非母语人士之间的二分法问题，但其他一些研究特别关注语言教学专业，以了解与属于其中任何一种的教师的身份和表现相关的方面。这两个类别。在本文中，我们简要概述了 Moussu 和 Llurda（2008）最新文章之后发表的相关文献，并提出了一系列我们认为重要的任务，以扩大研究领域和覆盖领域尚未得到充分调查。这些任务分为三个部分，涵盖了我们认为需要关注的主要方面：（1）揭穿母语主义； (2) 本土教师与非本土教师的差异； (3) 英语以外的语言。