Regarding my course, MA International Education (TESOL), the thing I like the most is equality, inclusion, and diversity. I originally understood EDI as something based on gender equality and equality across race and religious belief, and I did not realize that striving to reach a native‑speaker level of English can itself be a form of symbolic violence.

My course has shown me that EDI is not merely a matter of fairness in representation, but a deeper, more critical way of understanding how power works in language education.

Before I came to the UK to study, as a student majoring in English literature, I used to take it for granted that the main role in an English classroom must be played by white teachers who are native speakers of English. At that time, in my view, this was not only a guarantee of teaching quality, but also an unshakable form of authority. I never questioned this assumption because it seemed so “natural” and reinforced by the textbooks and classroom culture I grew up with. I had never challenged this belief until after I started my classes here in Manchester, where my thinking underwent a huge shift.

In class, I learned about the concept of native-speakerism, and I realized how limited and narrow my previous belief of “native speakers equal good English teachers” actually was. I realized that this idea is a bias. Beyond the theory, what truly challenged me were my own teachers and tutors: my lecturers and seminar leaders come from diverse backgrounds: Malaysia, Romania, China, Chile, Cyprus, Türkiye and more. Some of these countries were places I had never previously associated with English language teaching at all. Watching them confidently deliver academic content in English and sharing personal perspectives from their linguistic and cultural backgrounds undoubtedly gave me tremendous confidence. They are not only my teachers but also my role models. They have helped me realize that being a non-native English speaker is not a flaw to hide, but an advantage that enriches the classroom.

If the university classroom provided me with theoretical understanding, then this semester’s internship at a local charity gave me a deeper, lived experience of equality and inclusion.

My task was to support immigrants or refugees in the UK as they learned basic English for everyday communication. Interacting with them created an equal and safe space where everyone could speak freely without fear of judgement. For instance, before meeting Nigerian learners, I had no idea about the vast differences in diet, clothing, and cultural traditions among Nigeria’s many ethnic groups. After speaking with Vietnamese learners, I could finally visualize the knowledge I had only read about regarding the Vietnamese New Year. When talking with a Black woman, I realized she frequently used expressions I had learned last semester as Ebonics.

What struck me most was how happily everyone drew the outline of their homelands when discussing their countries. They pointed out capitals and shared places they loved. I deeply cherish these opportunities for direct, authentic exchanges with people of different nations, languages, and identities. This environment truly makes me feel that English is no longer a tool for measuring social status, but a shared bridge connecting us all. This, more than anything else, is what I love most about my course.

Written by Zihan, currently studying MA International Education (TESOL).

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