Both parties in this student-teacher relationship exist within this ideology. Their narratives show that on a daily basis, they engage in action that reinforce aspects of English language dominance. These results support Jenkins (2006) assertions that, while there are theoretical arguments to refute ideological beliefs around English , “the belief in native speaker ownership persists among both native and nonnative speakers ” (p.171). NESTs’ enactment of the ideology of English is based on foundational assumptions that seem natural to them, such as the fact that they can assume that their cultural assumptions are the basis for standards in the classroom. They have the capacity to critique this cultural within which they are “foreigners” and to take for granted their native-speaker status of English. Much of these assumptions are outward-focused; teachers can focus on their reactions to Korea or their reactions to students, since they can take for granted their authority in the classroom. Students, on the other hand, tent to internalize the ideology of English more; their enactment of the ideology of English can take a greater toll. Students internalize the need to learn English and place a high amount of personal responsibility on themselves for progress. They even critique their own educational culture and make goals to study harder and longer.