Native-English-Speaking Teachers:Disconnections Between Theory, Research, and Practice

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.

Publication DOI: https://doi.org/10.1002/tesq.548
Divisions: ?? 53981500Jl ??
College of Business and Social Sciences > School of Social Sciences & Humanities > Centre for Language Research at Aston (CLaRA)
College of Business and Social Sciences > School of Social Sciences & Humanities
Funding Information: We would like to thank the anonymous reviewers whose detailed comments greatly improved the article. We would also like to thank all the LETs and NESTs who took time out of their busy schedules to share their experiences with us. This article is an output
Additional Information: This is the peer reviewed version of the following article: opland, 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 https://doi.org/10.1002/tesq.548.  This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Uncontrolled Keywords: Education,Language and Linguistics,Linguistics and Language
Publication ISSN: 1545-7249
Last Modified: 26 Feb 2024 08:34
Date Deposited: 19 Nov 2019 15:35
Full Text Link:
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://onlinel ... 0.1002/tesq.548 (Publisher URL)
PURE Output Type: Article
Published Date: 2020-06
Published Online Date: 2019-11-11
Accepted Date: 2019-08-23
Authors: Copland, Fiona
Mann, Steve
Garton, Sue (ORCID Profile 0000-0002-7421-0858)

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