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Native-English-Speaking Teachers:Disconnections Between Theory, Research, and Practice
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Physical activity, mental and personal well-being, social isolation, and perceptions of academic attainment and employability in university students: The Scottish and British active students surveys
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Native-English-Speaking Teachers: Disconnections between theory, research, and practice
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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.
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URL: http://dspace.stir.ac.uk/bitstream/1893/30025/1/NESTs_disconnections_May%2010%20clean.pdf
https://doi.org/10.1002/tesq.548
http://dspace.stir.ac.uk/bitstream/1893/30025/3/Copland_et_al-2019-TESOL_Quarterly.pdf
http://hdl.handle.net/1893/30025
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Evaluating the role of video in supporting reflection beyond INSET
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Native‐English‐Speaking teachers : disconnections between theory, research, and practice
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Locating methods in ELT education: perspectives and possibilities
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The Routledge Handbook of English Language Teacher Education
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Reflective practice in English Language Teaching : research-based principles and practices
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Collaborative and dialogic reflection in Second Language Teacher Education
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Investigating NEST schemes around the world: supporting NEST/LET collaborative practices
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Investigating NEST schemes around the world : supporting NEST/LET collaborative practices
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Materials : developing collaborative practice between LETs and NESTs
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Reflective practice in Nigeria : teachers’ voices and experiences
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RP or ‘RIP’ : a critical perspective on reflective practice
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The role of mentoring in supporting novice English language teachers in Hong Kong
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