|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||NESTs: Disconnections between theory, research and practice|
|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.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Notes:||Output Status: Forthcoming|
|NESTs_disconnections_May 10 clean.pdf||Fulltext - Accepted Version||1.08 MB||Adobe PDF||Under Embargo until 2021-08-23 Request a copy|
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