A SCOPING REVIEW OF THE “NEST/NNEST STUDIES” IN TURKEY: A COUNTRY IN FOCUS
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2021 Parallel to the increasing growth in critical approaches to ELT since the 1970s and the exponential interest in (second) language teacher identity since the late 1990s, we have been witnessing the emergence of what some scholars call “NEST/NNEST studies” as a bona fide area of inquiry in ELT and applied linguistics.
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Speak like a Native English Speaker or Be Judged: A Scoping Review. [PDF]
Int J Environ Res Public Health, 2021 Tan KH +3 more
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Male cooperation improves their own and kin-group productivity in a group-foraging spider. [PDF]
Sci Rep, 2023 Parthasarathy B +3 more
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How University Students Perceive Their Native and Non-Native English Speaking Teachers [PDF]
, 2017 In several educational settings aiming to teach English as a foreign language, the myth of the superiority of native English speaking teachers (NESTs) over non-native English speaking teachers (NNESTs) seems to hold strong especially among students ...
Kemaloglu-Er, Elif
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Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform. [PDF]
Front Psychol, 2021 Jiang AL.
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Re-imagining the NS/NNS dichotomy: bicultural teachers [PDF]
, 2010 EFL teachers have been categorized using the NS/NNS (native speaker/non-native speaker) dichotomy into NESTs (native English speaking teachers) and NNESTs (non-native English speaking teachers).
Fathelbab, Heba H.
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Is native speakerism a privilege in TESOL employment? A comparative study of self-reported hiring discrimination in native and non-native ESL teachers across Spain and the UK [PDF]
A quarter of a century has passed since the launch of The NNEST Movement, a consequential movement deriving from years of discrimination towards NNESTs, yet it appears very little has changed in the world of TESOL.
Atkinson, Amie
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Nonnative English-speaking Teachers’ Self-perceived Language Proficiency Levels, Anxieties, and Learning Strategies [PDF]
, 2014 Research suggests that nonnative English-speaking teachers (NNESTs) suffer anxiety because of their self-perceived inadequate language ability. This paper reports on an online survey of 63 NNESTs and teacher trainees in English as a Second Language (ESL)
Takahashi, Hiromi
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Voices Unveiled: Navigating NNESTs’ Beliefs on Pronunciation Teaching － A Systematic Review
Forum for Linguistic StudiesPronunciation instruction is crucial to English language teaching, significantly impacting communicative competence and language acquisition. In this context, in-service non-native English-speaking teachers (NNESTs) play a pivotal role, although their beliefs regarding pronunciation teaching practices are diverse and complex.
Juan Wang +3 more
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Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners [PDF]
, 2020 Online English language teaching can now be facilitated by communication technology, which allows easy access to interaction with native speakers. Nevertheless, this industry subscribes to an assumption that native speaker English teachers (NESTs) are ...
Chi, Pham Kim, Loi, Nguyen Van
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