Native and Non-Native Spanish Teachers: Past and Present of the Eternal Debate

Abstract This article presents a comprehensive review of the scientific literature on native and non-native teachers of Spanish as a foreign language (SFL). While research on English language teaching professionals has undergone significant development in recent decades, the SFL field still lacks a comprehensive review. The primary aim of this study is to provide a quantitative and qualitative analysis of 53 open-access publications produced between 2000 and 2024, with the objective of highlighting thematic and methodological trends, as well as geographical and chronological aspects. The findings of this research indicate a limited body of scientific production on the subject, a clear predominance of field studies focusing on learners’ perceptions, and the persistence of stereotypes that negatively impact teaching equity in the field of Spanish as a foreign language. On the other hand, the analysis reveals a wide geographical distribution encompassing more than twenty countries, with the United States, Spain, and Japan standing out, confirming the topic’s international scope. Furthermore, Spanish remains the primary language of publication in this field, with one-fourth of the studies written in English, mainly in the U.S. context. Overall, this review underscores the urgent need to broaden and consolidate research on native and non-native Spanish language teachers, promoting more diverse and critical approaches that expand and develop current trends existing in the field. Strengthening this line of research is essential to advance toward a more equitable and pluralistic approach to language teaching.