Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30025
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dc.contributor.authorCopland, Fionaen_UK
dc.contributor.authorMann, Steveen_UK
dc.contributor.authorGarton, Sueen_UK
dc.date.accessioned2019-08-23T14:37:08Z-
dc.date.available2019-08-23T14:37:08Z-
dc.date.issued2019-11-11en_UK
dc.identifier.urihttp://hdl.handle.net/1893/30025-
dc.description.abstractNative‐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.en_UK
dc.language.isoenen_UK
dc.publisherTESOLen_UK
dc.relationCopland F, Mann S & Garton S (2019) Native-English-Speaking Teachers: Disconnections between theory, research, and practice. TESOL Quarterly. https://doi.org/10.1002/tesq.548en_UK
dc.rights[Copland_et_al-2019-TESOL_Quarterly.pdf] The publisher does not allow this work to be made publicly available in this Repository. 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.en_UK
dc.rights[NESTs_disconnections_May 10 clean.pdf] 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.en_UK
dc.titleNative-English-Speaking Teachers: Disconnections between theory, research, and practiceen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Copland_et_al-2019-TESOL_Quarterly.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.rights.embargoreason[NESTs_disconnections_May 10 clean.pdf] Until this work is published there will be an embargo on the full text of this work.en_UK
dc.identifier.doi10.1002/tesq.548en_UK
dc.citation.jtitleTESOL Quarterlyen_UK
dc.citation.issn1545-7249en_UK
dc.citation.issn0039-8322en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailfiona.copland@stir.ac.uken_UK
dc.citation.date11/11/2019en_UK
dc.description.notesOutput Status: Forthcoming/Available Onlineen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Warwicken_UK
dc.contributor.affiliationAston Universityen_UK
dc.identifier.isiWOS:000495464500001en_UK
dc.identifier.scopusid2-s2.0-85074816153en_UK
dc.identifier.wtid1432366en_UK
dc.contributor.orcid0000-0002-3475-472Xen_UK
dc.date.accepted2019-08-23en_UK
dc.date.filedepositdate2019-11-12en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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