شبكة المعلومات العربية التربوية

In this paper, I attempt to investigate how bilingual English Language professionals are perceived by recruiters in Saudi Arabia. The paper also explores what EFL teaching jobs hiring policies and practices are in place. This study is informed by the critical research paradigm to call attention to inequitable practices and policies that affect bilingual English professionals. Eleven Arab teachers participated in this study in the eastern province, Saudi Arabia. These teachers had teaching experience varying from 3 to more than 25 years. These teachers were interviewed using a semi-structure method. The findings revealed that the majority of the participants were aware of who the ideal English language teacher model is. The interpretation of the data also showed that they were dissatisfied and concerned about how recruiters neglect their teaching experience and educational background when hiring. Additionally, ‘accent’ and ‘nationality’ issues were also considered amongst the causes of inequitable hiring practices in EFL jobs in the Saudi market. The study recommends giving bilinguals equal opportunities with their monolingual colleagues with regard to recruitment. Collaboration between monolinguals and bilinguals should not be considered as a one-way relationship but as an investing relationship. With regard to employers, it is also recommended that they should be linked to the field of TEFL/TESOL so they can understand at least what is meant by ‘ELT profession’ so they can revisit and revise the current hiring criteria to be more inclusive. (Author's abstract)