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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: NESTs: Disconnections between theory, research and practice
Author(s): Copland, Fiona
Mann, Steve
Garton, Sue
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Citation: Copland F, Mann S & Garton S (2019) NESTs: Disconnections between theory, research and practice. TESOL Quarterly.
Abstract: First paragraph: Native speakerism is an ideology positing that native speakers provide the best models of the target language and for this reason make the best teachers of the language (e.g., Pennycook, 1994; Holliday, 2005). The ideology has been robustly criticised by scholars on a number of grounds, for example, the fallacy of the native speaker (e.g., Piller, 2001), race (e.g., Kubota & Lin, 2009); prejudice and discrimination (Houghton & Rivers, 2013) and linguistic imperialism (e.g., Phillipson, 1992; 2016). Native speaker English teachers (NESTs) are considered, by default, one of the conduits through which English language and its teaching methodology have been exported globally. It is not surprising, therefore, that discussions are generally unenthusiastic about NESTs and their influence (e.g., Bunce, 2016; Machida & Walsh, 2015; Wong et al. 2016), which has resulted in the term often exuding negative associations.
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Notes: Output Status: Forthcoming

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