Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-12-02T12:21:36.871Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  31 August 2024

Takaaki Hiratsuka
Affiliation:
Ryukoku University, Japan
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Native-Speakerism and Trans-Speakerism
Entering a New Era
, pp. 150 - 163
Publisher: Cambridge University Press
Print publication year: 2024

Access options

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.)

References

Aneja, G. A. (2016). (Non)native speakerhood: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572596. https://doi.org/10.1002/tesq.315.CrossRefGoogle Scholar
Appleby, R. (2013). Desire in translation: White Masculinity and TESOL. TESOL Quarterly, 47(1), 122147. https://doi.org/10.1002/tesq.51.CrossRefGoogle Scholar
Appleby, R. (2016). Researching privilege in language teacher identity. TESOL Quarterly, 50(3), 755768. https://doi.org/10.1002/tesq.321.CrossRefGoogle Scholar
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. 2640). 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. 7590). Palgrave Macmillan.Google Scholar
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 6270. https://doi.org/10.1093/elt/ccr017.CrossRefGoogle Scholar
Baker, W. (2015). Research into practice: Cultural and intercultural awareness. Language Teaching, 48(1), 130141. https://doi:10.1017/S0261444814000287.CrossRefGoogle Scholar
Banaji, M. R., & Greenwald, A. G. (2016). Blind spot: Hidden biases of good people. Bantam Books.Google Scholar
Becker, A. (2023). Applied linguistics communities of practice: Improving the research-practice relationship. Applied Linguistics. https://doi.org/10.1093/applin/amad010.CrossRefGoogle Scholar
Ben-Shahar, T. (2014). Choose the life you want: The mindful way to happiness. The Experiment.Google Scholar
Berlitz. (2023). The most spoken languages in the world. www.berlitz.com/blog/most-spoken-languages-world.Google Scholar
Bley-Vroman, R. W. (1983). The comparative fallacy in interlanguage studies: The case of systematicity. Language Learning, 33, 117. https://doi.org/10.1111/j.1467-1770.1983.tb00983.x.CrossRefGoogle 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. 1739). 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. 1745). 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), 571583. 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
Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, 102700. https://doi.org/10.1016/j.lingua.2019.06.001.CrossRefGoogle Scholar
Campbell, S., Greenwood, M., Prior, S. et al. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652661. https://doi.org/10.1177/17449871209272.CrossRefGoogle ScholarPubMed
Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly, 46(2), 258279. https://doi.org/10.1002/tesq.18.CrossRefGoogle Scholar
Canagarajah, A. S. (2023). Decolonization as pedagogy: A praxis of ‘becoming’ in ELT. ELT Journal, 77(3), 283293. https://doi.org/10.1093/elt/ccad017.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), 511. https://doi.org/10.1017/S0266078415000553.CrossRefGoogle Scholar
Choi, L. J. (2016). Revisiting the issue of native speakerism: ‘I don’t want to speak like a native speaker of English.’ Language and Education, 30(1), 7285. https://doi.org/10.1080/09500782.2015.1089887.CrossRefGoogle Scholar
CLAIR. (2023). The JET (Japan exchange and teaching) programme. www.jetprogramme.org/.Google Scholar
Clymer, E., Alghazo, S., Naimi, T., & Zidan, M. (2020). CALL, native-speakerism/culturism, and neoliberalism. Interchange, 51, 209237. https://doi.org/10.1007/s10780-019-09379-9.CrossRefGoogle Scholar
Colmenero, K. & Lasagabaster, D. (2020). Enclosing native speakerism: Students’, parents’ and teachers’ perceptions of language teachers. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1865384.CrossRefGoogle Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185209. https://doi.org/10.2307/3587717.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. 111). Springer.CrossRefGoogle Scholar
Copland, F., Mann, S., & Garton, S. (2020). Native-English-speaking teachers: Disconnections between theory, research, and practice. TESOL Quarterly, 54(2), 348374. 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
CUP. (2023). Cambridge Dictionary. https://dictionary.cambridge.org/.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, 930.Google Scholar
Demirkasimoglu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 20472051. https://doi.org/10.1016/j.sbspro.2010.12.444.CrossRefGoogle 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), 7487. https://doi.org/10.1177/00336882177506.CrossRefGoogle Scholar
Dörnyei, Z. (2007). Research methods in Applied Linguistics. Oxford University Press.Google Scholar
DoTEFL. (2023). English language statistics: How many people learn English? https://www.dotefl.com/english-language-statistics/.Google Scholar
Doughty, C. J., & Long, M. H. (2003). The handbook of second language acquisition. Wiley-Blackwell.CrossRefGoogle Scholar
Duff, P. (2008). Case study research in applied linguistics. Lawrence Erlbaum.Google Scholar
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.Google Scholar
Evans, L. (2008). Professionalism, professionality, and the development of education professionals. British Journal of Educational Studies, 56(1), 2038. https://doi.org/10.1111/j.1467-8527.2007.00392.x.CrossRefGoogle 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. 4768). Springer.CrossRefGoogle Scholar
Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115129. 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. 301316). Sage.Google Scholar
Frith, U., & Frith, C. D. (2003). Development and neurophysiology of mentalizing. Philosophical transactions of the Royal Society of London Series B, Biological Sciences, 358(1431), 459473. https://doi.org/10.1098/rstb.2002.1218.CrossRefGoogle ScholarPubMed
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. 3342). 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), 14501466. 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. 93106). Bloomsbury Academic.Google Scholar
Galloway, N., & Numajiri, T. (2020). Global Englishes language teaching: Bottom-up curriculum implementation. TESOL Quarterly, 54(1), 118145. https://doi.org/10.1002/tesq.547.CrossRefGoogle Scholar
Galloway, N., & Rose, H. (2015). Introducing global Englishes. Routledge.CrossRefGoogle Scholar
Gao, X., & Yang, W. (2023). Multilingualism and language teacher education. System, 118, 103127. https://doi.org/10.1016/j.system.2023.103127CrossRefGoogle 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. 247263). British Council.Google Scholar
Gill, S. L. (2020). Qualitative sampling methods. Journal of Human Lactation, 26, 579581. https://doi.org/10.1177/0890334420949218.CrossRefGoogle 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. 197216). 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. 189212). 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. 93112). 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. 153164). 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. 1730). Sage.Google Scholar
Guo, Q., Zhou, X., & Gao, X. (2021). Research on learning and teaching of languages other than English in System. System, 100, 102541. https://doi.org/10.1016/j.system.2021.102541.CrossRefGoogle Scholar
Hall, S. (2012). Deconstructing aspects of native-speakerism: Reflections from in-service teacher education. The Journal of Asia TEFL, 9(3), 107130.Google Scholar
Hanks, J. (2019). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52, 143187. https://doi.org/10.1017/S0261444819000016.CrossRefGoogle Scholar
Hansen, D. T. (2010). Cosmopolitanism and education: A view from the ground. Teachers College Record, 112(1), 130. https://doi.org/10.1177/016146811011200104.CrossRefGoogle 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. 4056). 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. 99114). 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. 169193). 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), 13781407. https://doi.org/10.1177/1362168820983145.CrossRefGoogle Scholar
Hiratsuka, T. (2013). Beyond the rhetoric: Teachers’ and students’ perceptions of learning in team teaching classes. The Language Teacher, 37(6), 915. https://doi.org/10.37546/JALTTLT37.6-2.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), 3852.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, 115.Google Scholar
Hiratsuka, T. (2016). Actualizing Exploratory Practice (EP) principles with team teachers in Japan. System, 57, 109119. https://doi.org/10.1016/j.system.2016.01.004.CrossRefGoogle Scholar
Hiratsuka, T. (2017a). Capitalizing on the strengths and complementing the weaknesses of native and non-native English-speaking teachers. OTB Forum, 8(1), 4553.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. 1016). 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), 19.Google Scholar
Hiratsuka, T. (2023a). Professional identities of local Japanese teachers of English (JTEs) vis-à-vis their foreign assistant language teachers (ALTs). Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2023.2282692.CrossRefGoogle Scholar
Hiratsuka, T. (Ed.). (2023b). Team teachers in Japan: Beliefs, identities, and emotions. Routledge.CrossRefGoogle Scholar
Hiratsuka, T., & Barkhuizen, G. (2015). Effects of Exploratory Practice (EP) on team teachers’ perceptions in Japanese high schools. JALT Journal, 37, 527. https://doi.org/10.37546/JALTJJ37.1-1.CrossRefGoogle Scholar
Hiratsuka, T., & Nall, M. (2023). Enhancing student quality of life in language classrooms via joint exploratory practice. System, 118, 103148. https://doi.org/10.1016/j.system.2023.103148.CrossRefGoogle Scholar
Hiratsuka, T., Nall, M., & Castellano, J. (2023a). Shifting from native-speakerism to trans-speakerism: A trioethnography of language teachers in Japan. TESL-EJ, 27(1). https://doi.org/10.55593/ej.27105a9.CrossRefGoogle Scholar
Hiratsuka, T., Nall, M., & Castellano, J. (2023b). Trans-speakerism: A trioethnographic exploration into diversity, equity, and inclusion in language education. Language and Education. https://doi.org/10.1080/09500782.2023.2223565.CrossRefGoogle Scholar
Hiratsuka, T., & Okuma, K. (2021). “I can teach alone!”: Perceptions of pre-service teachers on team-teaching practices. The Language Teacher, 45(3), 1115. https://doi.org/10.37546/jalttlt45.3-2.CrossRefGoogle Scholar
Holliday, A. (2005). The struggle to teach English as an international language. Oxford University Press.Google Scholar
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385387. https://doi.org/10.1093/elt/ccl030.CrossRefGoogle 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. 1125). Palgrave Macmillan.Google Scholar
Holliday, A. (2018). Native-speakerism. In Liontas, J. I. (Ed.), TESOL Encyclopedia of English language teaching (pp. 11511157). 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. 101113). 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. 2949). 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. 1733). 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. 89113). 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
Hsieh, J. K., Gao, A., & Bell, S. (2022). The multilayered nature of becoming nonnative-English-speaking teacher. TESOL Quarterly, 56(1), 178200. https://doi.org/10.1002/tesq.3057.CrossRefGoogle Scholar
Hudley, A. H. C., & Flores, N. (2022). Social justice in applied linguistics: Not a conclusion, but a way forward. Annual Review of Applied Linguistics, 42, 144154. https://doi.org/10.1017/S0267190522000083.CrossRefGoogle Scholar
Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 5869. https://doi.org/10.1016/j.jslw.2016.01.005.CrossRefGoogle Scholar
Inoue, N., & Anderson, V. (2022). Encountering and contesting native-speakerism in Japanese universities. Higher Education Research & Development, 42(6), 14381452. https://doi.org/10.1080/07294360.2022.2128073.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, 513. https://doi.org/10.1007/s42761-021-00072-8.CrossRefGoogle ScholarPubMed
Jost, J. T., & Banaji, M. R. (1994). The role of stereotyping in system-justification and the production of false consciousness. British Journal of Social Psychology, 33(1), 127. https://doi.org/10.1111/j.2044-8309.1994.tb01008.x.CrossRefGoogle Scholar
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), 881919. https://doi.org/10.1111/j.1467-9221.2004.00402.x.CrossRefGoogle Scholar
Kabel, A. (2009). Native-speakerism, stereotyping and the collusion of applied linguistics. System, 37(1), 1222. https://doi.org/10.1016/j.system.2008.09.004.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. 97112). 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. 124140). Palgrave Macmillan.Google Scholar
Kamhi-Stein, L. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180189. https://doi.org/10.1093/elt/ccv076.CrossRefGoogle 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
Kaur, A., Kumar, V., & Noman, M. (2023). The viability of doctoral thesis and oral exams in student’s native language. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2023.2271976.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
Kim, G. M. (2020). Challenging native speakerism in literacy research and education. Journal of Literacy Research, 52(3), 368375. https://doi.org/10.1177/1086296X20939558.CrossRefGoogle Scholar
Kim, H. K. (2011). Native-speakerism affecting nonnative English teachers’ identity formation: A critical perspective. English Teaching, 66(4), 5371. https://doi.org/10.15858/engtea.66.4.201112.53.Google 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), 594609. https://doi.org/10.1177/1745691614554658.CrossRefGoogle ScholarPubMed
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296311. https://doi.org/10.1111/j.1540-4781.2014.12057.x.CrossRefGoogle Scholar
Kramsch, C., & Zhu, H. (2022). Claire Kramsch in conversation with Zhu Hua. Language Teaching, 55(2), 211216. https://doi.org/10.1017/s0261444821000001x.CrossRefGoogle Scholar
Krieger, N. (2014). Discrimination and health inequities. International Journal of Social Determinants of Health and Health Services, 44(4), 643710. https://doi.org/10.2190/HS.44.4.b.CrossRefGoogle ScholarPubMed
Kubota, R. (2022). Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies, 20(1), 419. https://doi.org/10.1080/15427587.2022.2159826.CrossRefGoogle Scholar
Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50, 6685. https://doi.org/10.1002/tesq.202.CrossRefGoogle Scholar
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. 149168). 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. 213241). 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. 113127). 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), 4255. 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. 227242). 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), 23972411. https://doi.org/10.1080/13670050.2021.1913986.CrossRefGoogle Scholar
Lee, S., & Du, Q. (2020). Quantifying native speakerism in second language (L2) writing: A study of student evaluations of teaching. Applied Linguistics, 42(3), 541568. https://doi.org/10.1093/applin/amaa033.CrossRefGoogle Scholar
Lee, S., & Jeon, J. (2023). Addressing automatic speech recognition for ELT from a Global Englishes perspective. ELT Journal, 77(4), 435444. https://doi.org/10.1093/elt/ccad038.CrossRefGoogle Scholar
Lemon Grad. (2023). English language statistics. https://lemongrad.com/english-language-statistics/.Google Scholar
Leonard, J. (2018). Beyond “(non) native-speakerism”: Being or becoming a native-speaker teacher of English. Applied Linguistics Review, 10(4), 677704. https://doi.org/10.1515/applirev-2017-0033.CrossRefGoogle Scholar
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43, 12221235. https://doi.org/10.1016/j.pragma.2010.07.035.Google Scholar
Li, W., & Lee, T. K. (2023). Transpositioning: Translanguaging and the liquidity of identity. Applied Linguistics. https://doi.org/10.1093/applin/amad065.CrossRefGoogle Scholar
Liao, H., & Li, L. (2023). Facilitating EFL leaners’ intercultural competence through culturally responsive teaching in oral English classrooms. System, 115, 103070. https://doi.org/10.1016/j.system.2023.103070.CrossRefGoogle Scholar
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. Routledge.Google Scholar
Lim, D., & Park, E. S. (2022). Facts and fictions of native speakerism: Local EFL teachers’ experiences and viewpoints. English Teaching & Learning. https://doi.org/10.1007/s42321-022-00128-3.CrossRefGoogle 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. 98114). 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), 603617. 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), 5367.Google Scholar
Liu, J. (2018). Native-speakerism in ELT: A survey of the attitudes of students and teachers in China. Literature and Art Studies, 8(10), 14861496. https://doi.org/10.17265/2159-5836/2018.10.006.Google Scholar
Llurda, E., & Calvet-Terré, J. (2022). Native-speakerism and non-native second language teachers: A research agenda. Language Teaching, 1-17. https://doi.org/10.1017/S0261444822000271.CrossRefGoogle 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), 117.Google Scholar
Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the ‘native speaker’ frame. Springer.CrossRefGoogle Scholar
Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3(1), 116. https://doi.org/10.1080/2331186x.2016.1264171.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), 162187. https://doi.org/10.1558/jld.36409.CrossRefGoogle Scholar
Lowe, R. J., & Pinner, R. (2016). Finding the connections between native-speakerism and authenticity. Applied Linguistics Review, 7(1), 2752. https://doi.org/10.1515/applirev-2016-0002.CrossRefGoogle Scholar
Ma, L. P. F. (2012). Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 115. https://doi.org/10.1016/j.linged.2011.09.005.CrossRefGoogle Scholar
Makoni, S., & Pennycook, A. (2005). Disinventing and (re)constituting languages. Critical Inquiry in Language Studies, 2(3), 137156. https://doi.org/10.1207/s15427595cils0203_1.CrossRefGoogle Scholar
MEXT. (2021a). Reiwa 3-nendo eigo kyoiku jisshi jokyo chosa no kekka ni tsuite [Results of the 2021 English education implementation status survey]. www.mext.go.jp/a_menu/kokusai/gaikokugo/1415043_00001.htm.Google Scholar
MEXT. (2021b). Reiwa 3-nendo (reiwa 2-nendo jisshi) kouritsu gakkou kyouin saiyou senkou shiken no jisshi jyoukyou no pointo [Key points of the selection examination for public school teacher recruitment in 2021 (conducted in 2020)]. www.mext.go.jp/content/20220128-mxt_kyoikujinzai01-000020139-1.pdf.Google 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. 5877). Multilingual Matters.CrossRefGoogle Scholar
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers – history and research. Language Teaching, 41(3), 315348. https://doi:10.1017/S0261444808005028.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), 11911209. 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. 315). 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. 7995). 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. 99115). De Gruyter.CrossRefGoogle Scholar
Oda, M. (2022). ELT profession in the post native-speakerism era. Asian Englishes. https://doi.org/10.1080/13488678.2022.2132449.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. 93108). Palgrave Macmillan.Google Scholar
Ortega, L. (2009). Understanding second language acquisition. Hodder Education.Google Scholar
Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103(S1), 2338. https://doi.org/10.1111/modl.12525.CrossRefGoogle 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), 469487. 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), 8096.Google Scholar
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8, 523. https://doi.org/10.1080/0951839950080103.CrossRefGoogle Scholar
Prentice, D. A., & Miller, D. T. (1996). Pluralistic ignorance and the perpetuation of social norms by unwitting actors. Advances in Experimental Social Psychology, 28, 161209. https://doi.org/10.1016/S0065-2601(08)60238-5.CrossRefGoogle 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, 7886. https://doi.org/10.1017/S0267190521000155.CrossRefGoogle Scholar
Rajprasit, K. (2023). “Do as we do”: Teaching World Englishes in a general English course to Thai students. RELC Journal, 54(1), 291299. https://doi.org/10.1177/00336882211011276.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. 7591). 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. 7192). 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. 7497). 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. 8296). 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. vxv). Springer.Google Scholar
Rondonuwu, O., Liando, N., & Olii, S. (2022). Students’ perceptions in English teaching and learning concerning native-speakerism. JoTELL, 1(2), 175195. https://doi.org/10.2801/jotell.v1i2.3345.Google Scholar
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621647. https://doi.org/10.1017/S0047404517000562.CrossRefGoogle Scholar
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157189. https://doi.org/10.1017/S0261444820000518.CrossRefGoogle 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
Schreiber, B. R. (2019). “More like you”: Disrupting native speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 53(4), 11151138. https://doi.org/10.1002/tesq.534.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. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) Movement. TESOL Journal, 5(3), 573611. https://doi.org/10.1002/tesj.158.CrossRefGoogle Scholar
Selvi, A. F. (2019). The “non-native” teacher. In Mann, S., & Walsh, S. (Eds.), The Routledge handbook of English language teacher education (pp. 184198). 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. 277293). 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. 453469). 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, J. (2016). Emotions and language teacher identity: Conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631654. https://doi.org/10.1002/tesq.312.CrossRefGoogle 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
Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415437. https://doi.org/10.1146/annurev-psych-073115-103235.CrossRefGoogle ScholarPubMed
Sung, C. C. M. (2011). Race and native speakers in ELT: Parents’ perspectives in Hong Kong. English Today, 27(3), 2529. https://doi:10.1017/s0266078411000344.CrossRefGoogle Scholar
Surtees, A. D. R., & Apperly, I. A. (2012). Egocentrism and automatic perspective taking in children and adults. Child Development, 83(2), 452460. https://doi.org/10.1111/j.1467-8624.2011.01730.x.CrossRefGoogle ScholarPubMed
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. 153172). Springer.CrossRefGoogle Scholar
Tavares, V. (2022b). Neoliberalism, native-spearkerism and the displacement of international students’ languages and cultures. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2084547.CrossRefGoogle Scholar
Thomas, J. A. (2022). A fish tale about “fieldwork,” or toward multilingual interviewing in applied linguistics. Annual Review of Applied Linguistics, 42, 127136. https://doi.org/10.1017/S026719052200006X.CrossRefGoogle Scholar
Troman, G. (1996). The rise of the new professionals? The restructuring of primary teachers’ work and professionalism. British Journal of Sociology of Education, 17(4), 473487. https://doi.org/10.1080/0142569960170404.CrossRefGoogle Scholar
Tupas, R. (2022). The coloniality of native speakerism. Asian Englishes, 24(2), 147159. https://doi.org/10.1080/13488678.2022.2056797.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. 261287). 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
Waters, A. (2007). Native-speakerism in ELT: Plus ça change … ? System, 35(3), 281292. https://doi.org/10.1016/j.system.2007.01.002.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, 137143. 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), 7690. https://doi.org/10.1111/modl.12370.CrossRefGoogle Scholar
Woolston, C., & Osório, J. (2019). When English is not your mother tongue. Nature, 570, 265267. https://doi.org/10.1038/d41586-019-01797-0.CrossRefGoogle Scholar
Wu, K., & Ke, C. (2009). Haunting native speakerism? Students’ perceptions toward native speaking English teachers in Taiwan. English Language Teaching, 2(3), 4452. https://doi.org/10.5539/elt.v2n3p44.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. 313322). Springer.CrossRefGoogle Scholar
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20, 134152. https://doi.org/10.46743/2160-3715/2015.2102.Google 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. 106116). 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. 207216). Multilingual Matters.CrossRefGoogle Scholar
Yuan, R. (2019). A critical review on nonnative English teacher identity research: From 2008 to 2017. Journal of Multilingual and Multicultural Development, 40(6), 518537. https://doi.org/10.1080/01434632.2018.1533018.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), 787805. https://doi.org/10.1080/03057925.2019.1681260.CrossRefGoogle Scholar