We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)
Armenta, I., & Holliday, A. (2015). Researching discourses of culture and native-speakerism. In Swan, A., Aboshiha, P., & Holliday, A. (Eds.), (En)countering native-speakerism: Global perspectives (pp. 26–40). Palgrave Macmillan.Google Scholar
Bae, Y. (2015). The influence of native-speakerism on CLIL teachers in Korea. In Swan, A., Aboshiha, P., & Holliday, A. (Eds.), (En)countering native-speakerism: Global perspectives (pp. 75–90). Palgrave Macmillan.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.CrossRefGoogle Scholar
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Allyn & Bacon.Google Scholar
Bouchard, J. (2018). Native-speakerism in Japanese junior high schools: A stratified look into teacher narratives. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 17–39). Springer.CrossRefGoogle Scholar
Bouchard, J. (2020). The resilience of native-speakerism: A realist perspective. In Houghton, S. A. & Bouchard, J. (Eds.), Native speakerism: Its resilience and undoing (pp. 17–45). Springer.CrossRefGoogle Scholar
Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. Routledge.CrossRefGoogle Scholar
Brereton, P., Kitchenham, B. A., Budgen, D., Turner, M., & Khalil, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of Systems and Software, 80(4), 571–583. https://doi.org/10.1016/j.jss.2006.07.009.CrossRefGoogle Scholar
Brumby, S., & Wada, M. (1990). Team teaching. Longman.Google Scholar
Byland, E., Khafif, Z., & Berphoff, R. (2023). Linguistic and geographic diversity in research on second language acquisition and multilingualism: An analysis of selected journals. Applied Linguistics. https://doi.org/10.1093/applin/amad022.CrossRefGoogle Scholar
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.Google Scholar
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.Google Scholar
Choe, H. (2016). Identity formation of Filipino ESL teachers teaching Korean students in the Philippines: How negative and positive identities shape ELT in the Outer Circle. English Today, 32(1), 5–11. https://doi.org/10.1017/S0266078415000553.CrossRefGoogle Scholar
Coombe, C., Anderson, N., & Stephenson, L. (Eds.). (2020). Professionalizing your English language teaching. Springer.CrossRefGoogle Scholar
Coombe, C., & Burridge, C. (2020). Volume introduction: What it means to be a TESOL professional. In Coombe, C., Anderson, N., & Stephenson, L. (Eds.), Professionalizing your English language teaching (pp. 1–11). Springer.CrossRefGoogle Scholar
Copland, F., Mann, S., & Garton, S. (2020). Native-English-speaking teachers: Disconnections between theory, research, and practice. TESOL Quarterly, 54(2), 348–374. https://doi.org/10.1002/tesq.548.CrossRefGoogle Scholar
Crenshaw, K. (2017). On intersectionality: Essential writings. The New Press.Google Scholar
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.Google Scholar
Daoud, S., & Kasztalska, A. (2022). Exploring native-speakerism in teacher job recruitment discourse through legitimation code theory: The case of the United Arab Emirates. Language Teaching Research. https://doi.org/10.1177/136216882110668.CrossRefGoogle Scholar
Day, C. (1999). Developing teachers: The challenges of lifelong learning. Falmer.Google Scholar
De Costa, P. I. (2014). Cosmopolitanism and English as a lingua franca: Learning English in a Singapore school. Research in the Teaching of English, 49, 9–30.Google Scholar
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3rd ed.). Sage.Google Scholar
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE handbook of qualitative research (4th ed.). Sage.Google Scholar
Dogancay-Aktuna, S., & Hardman, J. (2018). Teaching of English as an international language in various contexts: Nothing is as practical as good theory. RELC Journal, 49(1), 74–87. https://doi.org/10.1177/00336882177506.CrossRefGoogle Scholar
Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford University Press.Google Scholar
Faez, F., & Karas, M. (2019). Language proficiency development of non-native English-speaking teachers (NNESTs) in an MA TESOL program. A case study. TESL-EJ, 22(4). https://eric.ed.gov/?id=EJ1204612.Google Scholar
Fairbrother, L. (2020). Native-speakerism and Nihonjinron in Japanese higher education policy and related hiring practices: A focus on the Japanese “Top Global Universities” project. In Houghton, S. & Bouchard, J. (Eds.), Native speakerism: Its resilience and undoing (pp. 47–68). Springer.CrossRefGoogle Scholar
Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115–129. https://doi.org/10.25170/ijelt.v13i2.1453.Google Scholar
Flyvbjerg, B. (2011). Case study. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 301–316). Sage.Google Scholar
Fukunaga, S., Hashimoto, N., Lowe, R. J., Unser-Schutz, G., & Kusaka, L. (2018). Collaborative deconstruction of native-speakerism. In Clements, P., Krause, A., & Bennett, P. (Eds.), Language teaching in a global age: Shaping the classroom, shaping the world (pp. 33–42). JALT.Google Scholar
Galinsky, A. D., Magee, J. C., Gruenfeld, D. H., Whitson, J. A., & Liljenquist, K. A. (2008). Power reduces the press of the situation: Implications for creativity, conformity, and dissonance. Journal of Personality and Social Psychology, 95(6), 1450–1466. https://doi.org/10.1037/a0012633.CrossRefGoogle ScholarPubMed
Galloway, N. (2021). Negotiating native-speakerism in TESOL curriculum innovation. In Bayyurt, Y. (Ed.), Bloomsbury world Englishes volume3: Pedagogies (pp. 93–106). Bloomsbury Academic.Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism, and education. Palgrave.CrossRefGoogle Scholar
Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second language learning. Newbury House.Google Scholar
Garton, S., Copland, F., & Mann, S. (2016). Opinions and positions on native-speakerism. In Copland, F., Garton, S., & Mann, S. (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 247–263). British Council.Google Scholar
Glasgow, G. P. (2018). The persistence of native speakerism in Japanese senior high school curriculum reform: Team teaching in the “English in English” initiative. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 197–216). Springer.CrossRefGoogle Scholar
Glasgow, G. P., Ng, P. C. L., Matikainen, T., & Machida, T. (2020). Challenging and interrogating native speakerism in an elementary school professional development program in Japan. In Houghton, S. & Bouchard, J. (Eds.), Native speakerism: Its resilience and undoing (pp. 189–212). Springer.CrossRefGoogle Scholar
Gonzáles, A., & Llurda, E. (2016). Bilingualism and globalization in Latin America: Fertile ground for native-speakerism. In Copland, F., Garton, S., & Mann, S. (Eds.), LETs and NESTs: Voices, views, and vignettes (pp. 93–112). British Council.Google Scholar
Gorfinkel, L., & Gong, Q. (2019). Multilingualism in mainstream university learning and teaching: Cases from Sydney and Perth. In Chik, A., Benson, P., & Moloney, R. (Eds.), Multilingual Sydney (pp. 153–164). Routledge.Google Scholar
Green, J. (2017). Turtles all the way down. Penguin.Google Scholar
Guba, E. G. (1990). The alternative paradigm dialog. In Guba, E. G. (Ed.), The paradigm dialog (pp. 17–30). Sage.Google Scholar
Hall, S. (2012). Deconstructing aspects of native-speakerism: Reflections from in-service teacher education. The Journal of Asia TEFL, 9(3), 107–130.Google Scholar
Hansen, J. G. (2004). Invisible minorities and the nonnative English-speaking professional. In Kamhi-Stein, L. D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 40–56). University of Michigan Press.Google Scholar
Hashimoto, K. (2018). The construction of the native speaker of Japanese. In Houghton, S. A., Rivers, D. J., & Hashimoto, K., Beyond native-speakerism: Current explorations and future visions (pp. 99–114). Routledge.CrossRefGoogle Scholar
Heimlich, E. (2018). Jumping scale in the world-system with English as a lingua franca: Branding, post-native-speakerism, and the meaning of “a Singapore.” In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 169–193). Springer.CrossRefGoogle Scholar
Hendriks, B., van Meurs, F., & Usmany, N. (2023). The effects of lecturers’ nonnative accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students. Language Teaching Research, 27(6), 1378–1407. https://doi.org/10.1177/1362168820983145.CrossRefGoogle Scholar
Hiratsuka, T. (2014). Focus group discussions as a professional development opportunity for team teachers in Japan. New Zealand Studies in Applied Linguistics, 20(1), 38–52.Google Scholar
Hiratsuka, T. (2015). The nuts and bolts of qualitative research. Studies in Japan Association for Language Education and Technology, Kansai Chapter, Methodology Special Interest Group (SIG), 6, 1–15.Google Scholar
Hiratsuka, T. (2017a). Capitalizing on the strengths and complementing the weaknesses of native and non-native English-speaking teachers. OTB Forum, 8(1), 45–53.Google Scholar
Hiratsuka, T. (2017b). What we can gain from ELT professional presentations. In Clements, P., Krause, A., & Brown, H. (Eds.), Transformation in language education (pp. 10–16). JALT.Google Scholar
Hiratsuka, T. (2022a). Narrative inquiry into language teacher identity: ALTs in the JET program. Routledge.CrossRefGoogle Scholar
Hiratsuka, T. (2022b). Transformational experience during study abroad: The case of a Japanese pre-service teacher. MEXTESOL, 46(4), 1–9.Google Scholar
Holliday, A. (2011). Intercultural communication and ideology. Sage.CrossRefGoogle Scholar
Holliday, A. (2015). Native-speakerism: Taking the concept forward and achieving cultural belief. In Swan, A., Aboshiha, P., & Holliday, A. (Eds.), (En)Countering native-speakerism (pp. 11–25). Palgrave Macmillan.Google Scholar
Holliday, A. (2018). Native-speakerism. In Liontas, J. I. (Ed.), TESOL Encyclopedia of English language teaching (pp. 1151–1157). Wiley-Blackwell.Google Scholar
Holliday, A. (2021). Linguaculture, cultural travel, native-speakerism and small culture formation on the go. In Rubdy, R., & Tupas, R. (Eds), Bloomsbury world Englishes (Vol. III, Ideologies, pp. 101–113). Bloomsbury.Google Scholar
Hooper, D., Oka, M., & Yamazawa, A. (2020). Not all Eikaiwas (or instructors) are created equal: A trioethnography of “native speaker” and “non-native speaker” perspectives on English conversation schools in Japan. In Lowe, R. J., & Lawrence, L. (Eds.), Duoethnography in English language teaching: Research, reflection and classroom application (pp. 29–49). Multilingual Matters.CrossRefGoogle Scholar
Hopkyns, S. (2022). A global conversation on native-speakerism: Toward promoting diversity in English language teaching. In Hemmy, K. & Balasubramanian, C. (Eds.), World Englishes, global classrooms (pp. 17–33). Springer.CrossRefGoogle Scholar
Houghton, S. A. (2020). Overcoming native-speakerism through post-native-speakerist pedagogy: Gaps between teacher and pre-service English teacher priorities. In Houghton, S. & Bouchard, J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 89–113). Springer.CrossRefGoogle Scholar
Houghton, S. A., & Bouchard, J. (Eds). (2020). Native-speakerism: Its resilience and undoing. Springer.CrossRefGoogle Scholar
Houghton, S. A., & Hashimoto, K. (Eds.). (2018). Towards post-native-speakerism: Dynamics and shifts. Springer.CrossRefGoogle Scholar
Houghton, S. A., & Rivers, D. J. (Eds.). (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Multilingual Matters.CrossRefGoogle Scholar
Houghton, S. A., Rivers, D. J., & Hashimoto, K. (2018). Beyond native-speakerism. Routledge.CrossRefGoogle Scholar
Johnson, D. G., Mattan, B. D., Flores, N., Lauharatanahirun, N., & Falk, E. B. (2021). Social-cognitive and affective antecedents of code switching and the consequences of linguistic racism for black people and people of color. Affective Science, 3, 5–13. https://doi.org/10.1007/s42761-021-00072-8.CrossRefGoogle ScholarPubMed
Jost, J. T., Banaji, M. R., & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political psychology, 25(6), 881–919. https://doi.org/10.1111/j.1467-9221.2004.00402.x.CrossRefGoogle Scholar
Kachru, B. B. (Ed.). (1992). The other tongue (2nd ed.). University of Illinois Press.Google Scholar
Kadowaki, K. (2018). Japanese native speaker teachers at high schools in South Korea and Thailand. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism (pp. 97–112). Springer.CrossRefGoogle Scholar
Kamal, A. (2015). Interrogating assumptions of native-speakerism from the perspective of Kuwait university English language students. In Swan, A., Aboshiha, P., & Holliday, A. (Eds.), (En)countering native-speakerism: Global perspectives (pp. 124–140). Palgrave Macmillan.Google Scholar
Kang, D. (2022). In the game of the name: Korean tertiary-level students’ English names in relation to native speakerism, identity, and emotions. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1999964.CrossRefGoogle Scholar
Kiczkowiak, M. (2018). Native-speakerism in English language teaching: Voices from Poland. [Unpublished doctoral dissertation]. University of York.Google Scholar
Kiczkowiak, M., & Lowe, R. J. (2021). Native-speakerism in English language teaching: ‘Native speakers’ more likely to be invited as conference plenary speakers. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1974464.CrossRefGoogle Scholar
Knowles, E. D., Lowery, B. S., Chow, R. M., & Unzueta, M. M. (2014). Deny, distance, or dismantle?: How White Americans manage a privileged identity. Perspectives on Psychological Science, 9(6), 594–609. https://doi.org/10.1177/1745691614554658.CrossRefGoogle ScholarPubMed
Kunschak, C. (2018). Going beyond native-speakerism: Theory and practice from an international perspective. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamism and shifts (pp. 149–168). Springer.CrossRefGoogle Scholar
Kunschak, C., & Kono, N. (2020). Post-native-speakerism and the multilingual subject: Language policy, practice, and pedagogy. In Houghton, S. & Bouchard, J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 213–241). Springer.CrossRefGoogle Scholar
Kusunoki, R. (2018). Japanese native speakers’ perceptions of non-native speakers: Communication between Japanese medical professionals and economic partnership agreement (EPA) nurse trainees. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism (pp. 113–127). Springer.CrossRefGoogle Scholar
Lawrence, L., & Nagashima, Y. (2020). The intersectionality of gender, sexuality, race, and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42–55. https://doi.org/10.1080/15348458.2019.1672173.CrossRefGoogle Scholar
Lawrence, L., & Nagashima, Y. (2022). Revisiting past selves: Race, gender and the dynamic nature of language teacher identity. In Sadeghi, K. & Ghaderi, F. (Eds.), Theory and practice in second language teacher identity (pp. 227–242). Springer.CrossRefGoogle Scholar
Lee, M. W. (2022). A reconceptualization of native speakerism: Ethnic return migrants and LOTE learning in South Korea. International Journal of Bilingual Education and Bilingualism, 25(7), 2397–2411. https://doi.org/10.1080/13670050.2021.1913986.CrossRefGoogle Scholar
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035.Google Scholar
Lim, S., & Burns, A. (2019). ‘Native-speakerism … I think we need to change our perception’: Sociocultural perspectives on Cambodian pre-service teacher education. In Zein, S. & Stroupe, R. (Eds.), English language teacher preparation in Asia: Policy, research, and practice (pp. 98–114). Routledge.Google Scholar
Lin, T., Wang, L., & Wang, M. (2018). Diverse interpretations on nativeness but unanimous subscription to native-speakerism: Identity of future non-native English teachers in Taiwan. The Journal of Asia TEFL, 15(3), 603–617. https://doi.org/10.18823/asiatefl.2018.15.3.3.603.Google Scholar
Liu, J. (2001). Confessions of a nonnative English-speaking professional. CATESOL Journal, 13(1), 53–67.Google Scholar
Lowe, R. J. (2015). A matter of degrees: Native-speakerism and centre qualification bias in Japan. The Journal of English as an International Language, 10(2), 1–17.Google Scholar
Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the ‘native speaker’ frame. Springer.CrossRefGoogle Scholar
Lowe, R. J., & Lawrence, L. (2018). Native-speakerism and ‘hidden curricula’ in ELT training: A duoethnography. Journal of Language and Discrimination, 2(2), 162–187. https://doi.org/10.1558/jld.36409.CrossRefGoogle Scholar
Modiano, M. (2009). EIL, native-speakerism, and the failure of European ELT. In Sharifian, F. (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 58–77). Multilingual Matters.CrossRefGoogle Scholar
Napier, J., Suppes, A., Bettinsoli, M. L. (2020). Denial of gender discrimination is associated with better subjective well-being among women: A system justification account. European Journal of Social Psychology, 50(6), 1191–1209. https://doi.org/10.1002/ejsp.2702.CrossRefGoogle Scholar
Ng, P. C. L. (2018). Overcoming institutional native speakerism: The experience of one teacher. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 3–15). Springer.CrossRefGoogle Scholar
Nomura, K., & Mochizuki, T. (2018). Native-speakerism perceived by “non-native-speaking” teachers of Japanese in Hong Kong. In Houghton, S. & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. 79–95). Springer.CrossRefGoogle Scholar
Oda, M. (2017). Native-Speakerism and the roles of mass media in ELT. In Agudo, J. D. M. (Ed.), Native and non-native teachers in English language classrooms: Professional challenges and teacher education (pp. 99–115). De Gruyter.CrossRefGoogle Scholar
Oral, Y. (2015). The challenge of native-speakerism in ELT: Labelling and categorizing. In Swan, A., Aboshiha, P., & Holliday, A. (Eds.), (En)countering native-speakerism: Global perspectives (pp. 93–108). Palgrave Macmillan.Google Scholar
Ortega, L. (2009). Understanding second language acquisition. Hodder Education.Google Scholar
Pastor, A. M. R., & Poveda, D. (2020). Native speakerism and the construction of CLIL competence in teaching partnerships: Reshaping participation frameworks in the bilingual classroom. Language and Education, 34(5), 469–487. https://doi.org/10.1080/09500782.2020.1762633.CrossRefGoogle Scholar
Phillipson, R. (2016). Native speakers in linguistic imperialism. Journal for Critical Education Policy Studies, 14(3), 80–96.Google Scholar
Rajendram, S. (2022). “Our country has gained independence, but we haven’t”: Collaborative translanguaging to decolonize English language teaching. Annual Review of Applied Linguistics, 42, 78–86. https://doi.org/10.1017/S0267190521000155.CrossRefGoogle Scholar
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage.Google Scholar
Rivers, D. J. (2013). Institutionalized native-speakerism: Voices of dissent and acts of resistance. In Houghton, S. A. & Rivers, D. J. (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 75–91). Multilingual Matters.CrossRefGoogle Scholar
Rivers, D. J. (2016). Employment advertisements and native-speakerism in Japanese higher education. In Copland, F., Garton, S., & Mann, S. (Eds.), LETs and NESTs: Voices, views, and vignettes (pp. 71–92). British Council.Google Scholar
Rivers, D. J. (2017). Native-speakerism and the betrayal of the native speaker teaching professional. In Rivers, D. J. & Zotzmann, K. (Eds.), Isms in language education: Oppression, intersectionality, and emancipation (pp. 74–97). De Gruyter.CrossRefGoogle Scholar
Rivers, D. J. (2018a). Contemporary English language teachers’ views on native-speakerism-in-context. In Houghton, S. A., Rivers, D. J., & Hashimoto, K., Beyond native-speakerism: Current explorations and future visions (pp. 82–96). Routledge.CrossRefGoogle Scholar
Rivers, D. J. (2018b). Forward: Probing for a post-native-speakerist future. In Houghton, S. A., & Hashimoto, K. (Eds.), Towards post-native-speakerism: Dynamics and shifts (pp. v–xv). Springer.Google Scholar
Rose, H., & Galloway, H. (2019). Global Englishes for language teaching. Cambridge University Press.CrossRefGoogle Scholar
Sawyer, R. D., & Norris, J. (2013). Duoethnography. Oxford University Press.Google Scholar
Schaerer, M., du Plessis, C., Nguyen, M. H. B. et al. (2023). On the trajectory of discrimination: A meta-analysis and forecasting survey capturing 44 years of field experiments on gender and hiring decisions. Organizational Behavior and Human Decision Processes, 179, 104280. https://doi.org/10.1016/j.obhdp.2023.104280.CrossRefGoogle Scholar
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th Ed.). Teachers College Press.Google Scholar
Selvi, A. F. (2019). The “non-native” teacher. In Mann, S., & Walsh, S. (Eds.), The Routledge handbook of English language teacher education (pp. 184–198). Routledge.CrossRefGoogle Scholar
Selvi, A. F., Yazan, B., & Mahboob, A. (2023). Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language Teaching.https://doi.org/10.1017/S0261444823000137.CrossRefGoogle Scholar
Shiroza, S. (2020). Changing language, continuing discourse: A shift toward ELF and persistent native-speakerism in Japan’s ELT policy. In Giri, R. A., Sharma, A. & D’Angelo, J. (Eds.), Functional variations in English: Theoretical considerations and practical challenges (pp. 277–293). Springer. https://doi.org/10.1007/978-3-030-52225-4_18.Google Scholar
Simmie, G. M. (2020). The power, politics, and future of mentoring. In Beverly, I., Jennifer, B., Linda, S. et al. (Eds.), The Wiley international handbook of mentoring: Paradigms, practices, programs, and possibilities (pp. 453–469). John Wiley & Sons.CrossRefGoogle Scholar
Snoek, M. (2012). Theories on and concepts of professionalism of teachers and their consequences for the curriculum in teacher education. Teacher Education in Europe Policy Document.Google Scholar
Song, K. H., Schultz, L. M., Child, G., Kim, S., & Dorner, L. (2023). Midwestern in-service teachers’ raciolinguistic mindset and pedagogies for emergent bilingual learners: Whose equity and excellence are we seeking for? TESOL Quarterly. https://doi.org/10.1002/tesq.3280.CrossRefGoogle Scholar
Swan, A., Aboshiha, P., & Holliday, A. (Eds.). (2015). (En)countering native-speakerism: Global perspectives. Palgrave Macmillan.CrossRefGoogle Scholar
Tavares, V. (2022a). Exploring the impact of notions of success based on native-speakerism, individualism and neoliberalism on ESL students’ identities. In Daghigh, A. J., Jan, J. M., & Kaur, S. (Eds.), Neoliberalization of English language policy in the global south (pp. 153–172). Springer.CrossRefGoogle Scholar
Turner, M. W., Schaefer, M. Y., Lowe, R. J., & Houghton, S. A. (2020). Towards the undoing of native-speakerism through dialogue: A plenary interview process. In Houghton, S. A. & Bouchard, J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 261–287). Springer.CrossRefGoogle Scholar
Wada, M., & Cominos, A. (Eds.). (1994). Studies in team-teaching. Kenkyusha.Google Scholar
Wang, L., & Fang, F. (2020) Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7, 1778374. https://doi.org/10.1080/2331186x.2020.1778374.CrossRefGoogle Scholar
Weissler, R. E. (2022). A meeting of the minds: Broadening horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches. Annual Review of Applied Linguistics, 42, 137–143. https://doi.org/10.1017/S0267190521000131.CrossRefGoogle Scholar
Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S1), 76–90. https://doi.org/10.1111/modl.12370.CrossRefGoogle Scholar
Yano, Y. (2020). ELF research can liberate the Japanese from native speakerism. In Konakahara, M. & Tsuchiya, K. (Eds.), English as a lingua franca in Japan (pp. 313–322). Springer.CrossRefGoogle Scholar
Yokoyama, T. (2018). Official and realized hiring policy of assistant language teachers in Japan. In Crandall, J. & Bailey, K. (Eds.), Global perspectives on language education policies (pp. 106–116). Routledge.CrossRefGoogle Scholar
Yphantides, J. (2013). Native-speakerism through English-only policies: Teachers, students and the changing face of Japan. In Houghton, S. & Rivers, D. J. (Eds.), Native-speakerism in Japan: Intergroup dynamics in foreign language education (pp. 207–216). Multilingual Matters.CrossRefGoogle Scholar
Yuan, R. (2021). “Living in parallel worlds”: Investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education, 51(6), 787–805. https://doi.org/10.1080/03057925.2019.1681260.CrossRefGoogle Scholar