(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education GEETA A. ANEJA University of Pennsylvania Philadelphia, Pennsylvania, United States Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on “NNEST” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST-hood, they also risk reifying the notion that nativeness and nonnativeness are objectively distinct categories. This article adopts a poststructuralist lens to reconceptualize native and nonnative speak- ers as complex, negotiated social subjectivities that emerge through a discursive process that the author terms (non)native speakering. It then applies this dynamic framework to analyze “narrative portraits” of four different archetypical language teachers, two of whom seem to fit neatly into (non)native speakerist frames of language and culture and two of whom deviate from them. It then reflects on how these preservice teachers negotiate, re-create, and resist the produced (non)native speaker subjectivities, and considers the complexity, flu- idity, and heterogeneity within each archetype. In the conclusion, the author consider implications of (non)native speakering as a theoreti- cal and analytical frame, as well as possible applications of the data for teacher education. doi: 10.1002/tesq.315 T hough nativeness and nonnativeness are not and never have been objective ways of making sense of language and language users, they nonetheless form the “bedrock of transnationalized ELT” (Leung, 2005, p. 28), and influence a wide range of practices including hiring decisions (Clark & Paran, 2007), proficiency assessments (American Council on the Teaching of Foreign Languages, 2012), and TESOL QUARTERLY Vol. 50, No. 3, September 2016 © 2016 TESOL International Association 572