Results 41 to 50 of about 608 (125)

Reflexivity and Positionality in TESOL Research

TESOL Quarterly, Volume 60, Issue 2, Page 923-943, June 2026.
Abstract This paper explores reflexivity and positionality as central methodological components of TESOL research. Drawing on scholarship in TESOL Quarterly, the article reviews how these concepts have been theorized and examines two published studies to illustrate their enactment in research practice.
Sal Consoli
wiley   +1 more source

Spatial Resolution Impact Assessment for Long‐Term Population Monitoring of Adélie Penguin Guano

New Zealand Journal of Geology and Geophysics, Volume 69, Issue 1, March 2026.
Adélie penguins (Pygoscelis adeliae) are key indicators of the Antarctic ecosystem, and remotely sensed guano stains offer an efficient means of estimating breeding abundance. Landsat medium‐resolution (MR) imagery enables long‐term monitoring through its archive.
Jinku Park, Chang‐Uk Hyun, Youmin Kim, Yongsik Jeong, Joo‐Eun Yoon, Supratim Guha, Jong‐U Kim, Seong‐Hui Lee, Jeong‐Hoon Kim, Hyun‐Cheol Kim   +9 more
wiley   +1 more source

The professional identity construction of non-local NNESTs in the Saudi context

, 2019
Whereas NNESTs make up the majority of ELT professionals in the world today, they are still treated as ‘the marginal majority’ (Kumaravadivelu, 2016) . In the last few decades, there have been calls for a more equitable ELT profession that moves beyond ...
Almayez, Mayez
core   +1 more source

Saudi university EFL learners’ perceptions of native vs. non-native English speaking teachers: implications for native-speakerism and teacher recruitment

Frontiers in Education
This study examined Saudi EFL students' perceptions of native English-speaking teachers (NESTs), non-native English-speaking teachers (NNESTs), and experienced teachers with formal teaching qualification.
Israa Qari
doaj   +1 more source

The Professional Identity of Native English‐Speaking Teachers: A Study on the Professional Development of Novice and Experienced EPIK Teachers

TESOL Journal, Volume 17, Issue 1, March 2026.
ABSTRACT The following paper uses Lave and Wenger's (1991) legitimate peripheral participation (LPP) as an analytical tool to explore the impact of native‐speakerism on the professional identities of Native English‐Speaking Teachers (NEST). Data collection for this mixed‐methods study included an online survey and individual interviews with ten English
Jasmine Pham
wiley   +1 more source

The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

, 2018
The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom.
Arab World English Journal, Syaripa Nurul Ilmi, Bibit Suhatmady, Susilo Susilo, Dyah Sunggingwati, Hany Farisa   +5 more
core   +1 more source

Whose English, Whose Rules? Language Teacher Identity and Agency Under Policy Implementation in Tokyo

Lingua Cultura
While research on language teacher identity (LTI) is extensive, a noticeable gap remains in poststructuralist-based studies within the Japanese context, specifically in exploring how non-native English-speaking teachers (NNESTs) experience identity ...
Kristine P. Guinsisana, John Rey O. Pelila, Marlone G. Valois Jr., Joselito C. Gutierrez, Stephenie O. Busbus   +4 more
doaj   +1 more source

Living on the Edge: Juvenile Foraging and Adult Breeding Ecology of an Aerial Top Predator in Urban Environments

Ecology and Evolution, Volume 16, Issue 2, February 2026.
We analyzed a combination of GPS tracking data and nest‐monitoring data from an urban population of an opportunistic rodent specialist, the Common Buzzard (Buteo buteo), to analyze how raptors utilize urban landscapes. Buzzards occupied even extreme habitats such as residential areas for foraging and breeding and benefit from lucrative foraging ...
Marc Engler, Oliver Krone
wiley   +1 more source

Native‐Speakerism and Race in TESOL: A Collaborative Autoethnographic Counter‐Story

TESOL Journal, Volume 16, Issue 3, September 2025.
ABSTRACT In this article, three TESOL scholar‐practitioners engage in a collaborative autoethnography, analyzing our intersectional professional experiences with native‐speakerism and race. Our discussions center around native‐speakerism, linguistic racism, and critical race theory. A counter‐storytelling approach juxtaposes each of our encounters with
Daniela Silva, Melissa Hauber‐Özer, Elisabeth L. Chan   +2 more
wiley   +1 more source

Hybrid Professional Becoming: Shaping and applying empirical theory to understand English teacher professional identity beyond the binary

Review of Education, Volume 13, Issue 2, August 2025.
Abstract This article introduces Hybrid Professional Becoming as a critical approach in English language teaching, challenging the native English‐speaking teachers and non‐native English‐speaking teachers (NEST–NNEST) binary. Grounded in postcolonial theory and a comprehensive literature review, the approach weaves together critical reflection, desire,
Nashid Nigar, Alex Kostogriz
wiley   +1 more source