Language Learning Through Different Lenses: Native and Non‐Native Instructor Perceptions

ABSTRACT Research related to developing a better understanding of the benefits of both native and non‐native language instructors first appeared in the field of English language teaching several decades ago, but more attention still needs to be given to students’ perceptions of native‐speaking teachers and non‐native‐speaking teachers in languages other than English. This article explores college students’ perceptions of native and non‐native Chinese and Spanish language instructors. Drawing from existing literature on language teaching, this study contextualizes preferences and biases to provide an understanding of student perceptions through employing a mixed‐methods approach. This research integrates quantitative surveys and qualitative interviews to capture the multifaceted perspectives of students enrolled in introductory and advanced language courses. The findings of this study indicate that Chinese language students significantly preferred native instructors, particularly in advanced courses. Conversely, Spanish participants demonstrated a more balanced perspective towards both native and non‐native Spanish language instructors. This paper contributes to a deeper understanding of students’ perceptions and preferences across diverse linguistic contexts and how these perceptions may shape language education practices.