The present paper aims to gain a better understanding of the language teachers’ identity in relation to their first language. Hybrid, poststructuralist concepts conflict with the still dominant figure of the native speaker, that represents an ideal whereby the identity of language teachers is categorized simply as either native speakers of a particular language, or non-native speakers (Braine 2010, Medgyes 1994, Moussu, Llurda 2008, Murti 2002). This dichotomic vision establishes a hierarchical relationship in which the identity of language teachers is determined exclusively by a connection between language and birth (‘native’), without necessarily considering the effective linguistic and didactic competence of the teachers, and other such factors relevant in teaching practice. Here, the concept of the ‘native speaker language teacher’ (NSLT) (Riordan 2018) is critically analyzed and discussed: In place of a dichotomic vision, I propose an interlanguage continuum (Selinker 1972) with ‘zero proficiency’ and ‘absolute proficiency’ at the two poles. Within this continuum, all language teachers, both native and non-native, may occupy a specific stage depending on their language proficiency. Furthermore, in contrast with the image of the native speaker, I present alternative perspectives based on the effective language use of the teacher, that also include other essential didactic aspects, such as multilingualism and intercultural competence
