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Cited by

• 2014Native and Non-Native English Language Teachers129 cited
• 2020Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers119 cited
• 2015Exploring Motivational Profiles Through Language Learning Narratives117 cited
• 2016Finding the connections between native-speakerism and authenticity112 cited
• 2015Conceptualizing and Confronting Inequity: Approaches Within and New Directions for the “NNEST Movement”99 cited
• 2016Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers99 cited
• 2016Native-speakerism and the complexity of personal experience: A duoethnographic study99 cited
• 2019The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–201890 cited
• 2011The non-native speaker teacher74 cited
• 2016The non-native English speaker teachers in TESOL movement69 cited
• 2016Rethinking Nativeness: Toward a Dynamic Paradigm of (Non)Native Speakering69 cited
• 2016Metaphors as a window into identity: A study of teachers of English to young learners in Vietnam66 cited
• 2013Motivation and ELT: Global Issues and Local Concerns65 cited