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Native‐English‐Speaking teachers : disconnections between theory, research, and practice
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Copland, Fiona, Mann, Steve J. and Garton, Sue (2020) Native‐English‐Speaking teachers : disconnections between theory, research, and practice. TESOL Quarterly, 54 (2). pp. 348-374. doi:10.1002/tesq.548 ISSN 0039-8322.
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Official URL: http://dx.doi.org/10.1002/tesq.548
Abstract
Native‐English‐speaking teachers (NESTs) have long been in demand for perceived benefits of the skills they bring to the classroom. However, the notion that native speakers provide the best models of the target language and thus make the best teachers of the language has been criticised in the literature. This article reports on the disconnection between academic literature on NESTs and the realities they report. Drawing on data from an investigation into NEST schemes globally, the article suggests that lived classroom experiences of NESTs are complex, They are also often bilingual, experienced, and qualified, and regard local English teachers (LETs) they work with as experts and in control of how English is practised in the classroom. These characteristics contrast with much of the academic literature, which explores the concept of native speakerism, which tends to view NESTs negatively. The article proposes that one reason for the disconnection between theory and practice is the parallel lives of researchers and teachers, whether NESTs or LETs. Thus, each group’s realities and concerns are not always understood by the other. The article suggests that a substantial group of bilingual and bicultural NESTs consider the country where work home, so future theorisations of NESTs and native speakerism should take account of these teachers.
Item Type: | Journal Article | ||||||||
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Subjects: | L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics P Language and Literature > PE English |
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Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||||
Library of Congress Subject Headings (LCSH): | English language -- English-speaking countries, English language -- Usage, English language -- Variation -- English-speaking countries, Historical linguistics, English language -- Study and teaching | ||||||||
Journal or Publication Title: | TESOL Quarterly | ||||||||
Publisher: | Wiley-Blackwell Publishing, Inc. | ||||||||
ISSN: | 0039-8322 | ||||||||
Official Date: | June 2020 | ||||||||
Dates: |
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Volume: | 54 | ||||||||
Number: | 2 | ||||||||
Page Range: | pp. 348-374 | ||||||||
DOI: | 10.1002/tesq.548 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Reuse Statement (publisher, data, author rights): | "This is the peer reviewed version of the following article: Copland, F. , Mann, S. and Garton, S. (2019), Native‐English‐Speaking Teachers: Disconnections Between Theory, Research, and Practice. TESOL J., which has been published in final form at http://dx.doi.org/10.1002/tesq.548. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions." | ||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||
Date of first compliant deposit: | 12 November 2019 | ||||||||
Date of first compliant Open Access: | 12 November 2019 |
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