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Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation

16 references·16 citing·33 second hopsampled

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References

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2005

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Non-native language teachers : perceptions, challenges, and contributions to the profession

292 cited

Cited by

2016“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining All Teachers' Linguistic Identities in TESOL98 cited
2017A language teacher’s agency in the development of her professional identities: A narrative case study92 cited
2015It’s Not Who You Are! It’s How You Teach! Critical Competencies Associated with Effective Teaching66 cited
2013The ESL Teacher as Plurilingual: An Australian Perspective61 cited
2014Pedagogic Criticality and English as a Lingua Franca57 cited
2020Promoting the Value of Non-Native English-Speaking Teachers48 cited
2025The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review48 cited
2017Navigating Native-Speaker Ideologies as FSL Teacher42 cited
2015When the Native Is Also a Non-native: “Retrodicting” the Complexity of Language Teacher Cognition40 cited
2018Plurilingualism as agentive resource in L2 teacher identity39 cited
2019Student perceptions of non-native English speaking tutors at a writing center in Japan38 cited
2019Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region37 cited
2018Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English30 cited
2018International Teaching Assistants in the Composition Classroom: From World Englishes to Translingualism and Beyond24 cited
2014“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan24 cited
2014An exploratory study of Hong Kong students’ perceptions of native and non-native English-speaking teachers in ELT20 cited