A couple of weeks ago, I was at our university’s English lounge when a colleague from a native-speaking country, who was chatting with one of our Korean students, suddenly called my attention. He said he just wanted to confirm that I was from a country where English is not the native language. I responded in the affirmative, and he went on to mention some of my countrymen who are also part of our university’s foreign faculty. He then reiterated to the student that English is only a second language to us Filipinos.

At that moment, I felt uncomfortable. Was this another case of native speakerism? Was this yet another instance where someone implied that the native variety of English is inherently superior, while the English spoken by non-native speakers is somehow lesser? Was he indirectly suggesting that he was a better English teacher than I am, simply because he happens to be a native speaker?

I was tempted to approach the table where they were conversing, but I held my horses. I inhaled, then exhaled—flooding my brain with the oxygen that, according to positive psychology experts, is often lacking in the gray matter between one’s ears when negative emotions, such as anger informed by patriotism, begin to rise. I did it one more time: I inhaled (counting one, two, three, four) and exhaled (counting one, two, three, four) again.

But it wasn’t working. While my arteries were busy transporting oxygen to my skull, the floodgates of my hippocampus seemed to open, reminding me of an unfortunate experience last summer. The Immigration officers had denied my request to teach at an English camp simply because I was not from any of the seven native English-speaking countries. Despite my explaining that I was already teaching English at a university in South Korea—and that my university had authorized me to teach at that camp—they stood firm on their decision. Their reasoning was that only native speakers could teach there. I wanted to ask why Immigration would allow me to teach English at a university but not at a small English camp. It seemed illogical and unreasonable. However, I decided to move on, considering it a learning experience and choosing not to jeopardize my future interactions with the officers I would eventually encounter again for my contract renewal.

I took another deep breath, this time with my eyes closed. In the darkness, I imagined two figures whispering into my ears—one with horns and a pitchfork, urging me to confront my colleague and demand why he needed to stress that English is merely a second language to Filipinos; and the other with beautiful wings and a gleaming sword, gently reminding me that I didn’t know the full context of their conversation and that perhaps he meant no harm.

I suppose I had taken in just enough oxygen for the “Andres Bonifacio” in me to yield to the “Jose Rizal.” I heeded the whisper of the one with the sword.

I slipped on my earphones, shutting myself off from the rest of their conversation. I would rather not have anything more to do with it.

Since then, every time I see that colleague, the memory of that encounter still crosses my mind, but I shrug it off, knowing that one day I’ll forget it altogether.

Then, two days ago, I received a text message while working out at the gym. A reliable source informed me that our university has released the results of this year’s faculty evaluation for foreign faculty members. Three Filipinos landed the top spots—first, second, and third. I recalled that last year (and almost every year I can remember), Filipinos were consistently among the top-performing foreign English teachers at our university.

Now, I’ll leave it to you to draw the moral of this story.