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A SCOPING REVIEW OF THE “NEST/NNEST STUDIES” IN TURKEY: A COUNTRY IN FOCUS

Year 2021, Volume: 21 Issue: 1, 54 - 73, 15.03.2021
https://doi.org/10.17240/aibuefd.2021.21.60703-780084

Abstract

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. However, even a cursory overview of the existing literature and review studies reveal that country-specific investigations providing systematic overviews of research efforts in local contexts are often absent in such investigations. In order to respond to this need, this scoping review of 85 studies (43 peer-reviewed journal articles, 7 book chapters, 26 master’s theses, and 9 doctoral dissertations) published between 2000 and 2020 presents a systematic overview of scholarship focusing on language teacher identities. The results indicate this strand of inquiry exhibits an increasing trend, both quantitatively and qualitatively. It is also shown these studies would further benefit from greater theoretical depth, conceptual stringency, methodological rigor, and empirical coherence. It is hoped that this inquiry will provide a first systematic step towards a more comprehensive understanding of the current state of the field in the local context and possible future directions for novice and experienced scholars.

References

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  • Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655-683. https://doi.org/10.1002/tesq.311
  • Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1-22.
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  • Copland, F., Garton, S., & Mann, S. (2016). LETs and NESTs: Voices, views and vignettes. British Council.
  • Daudt, H. M. L., van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13, 48. https://doi.org/10.1186/1471-2288-13-48
  • Demirezen, M. (2007a). A model to rehabilitate a fossilized pronunciation error of Turkish English language teachers: The English consonant phoneme/ŋ/wrongly articulated as/ŋk/through nasal devoicing. Journal of Language and Linguistic Studies, 3(2), 289-303.
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  • Doğançay-Aktuna, S., & Hardman, J. (2008). Global English teaching and teacher education: Praxis and possibility. TESOL Press.
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  • Gurzynski-Weiss, L., & Plonsky, L. (2017). Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 305-324). John Benjamins. https://doi.org/10.1075/aals.16.13gur
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  • Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180-189. https://doi.org/10.1093/elt/ccv076
  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities in practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x
  • Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong University Press. https://doi.org/10.5790/hongkong/9789888028795.001.0001
  • Kubota, R., & Lin, A. (2009). Race, culture, and identity in second language education: Exploring critically engaged practice. Routledge. https://doi.org/10.4324/9780203876657
  • Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, 1–9. https://doi.org/10.1186/1748-5908-5-69
  • Llurda, E. (2003). The professional skills and beliefs of non-native speakers in English language teaching [Unpublished doctoral dissertation]. Universitat de Lleida.
  • Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. Springer. https://doi.org/10.1007/b106233
  • Llurda, E. (2018). Methods in NNEST research. In J. Liontas (Ed.), The TESOL Encyclopedia of English language teaching. John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0032
  • Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the 'native speaker' frame. Springer. https://doi.org/10.1007/978-3-030-46231-4
  • Mahboob, A. (2010). The NNEST lens: Non native English speakers in TESOL. Cambridge Scholars Press. https://doi.org/10.1002/9781118784235.eelt0038
  • Mahboob, A. (2003). Status of nonnative English speakers as ESL teachers in the United States [Unpublished doctoral dissertation]. Indiana University.
  • Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1, 72-81.
  • Martínez Agudo, J. D. (2017). Native and non-native teachers in English language classrooms: Professional challenges and teacher education. De Gruyter Mouton. https://doi.org/10.1515/9781501504143
  • Matsuda, A., & Matsuda, P. K. (2018). Teaching English as an international language: A WE-informed paradigm for English language teaching. In E. L. Low & A. Pakir (Eds.), World Englishes: Rethinking paradigms (pp. 64-77). Routledge.
  • Maum, R. (2002). Nonnative-English-speaking teachers in the English teaching profession. Center for Applied Linguistics.
  • Mays, N., Roberts, E., & Popay, J. (2001). Synthesising research evidence. In N. Fulop, P. Allen, A. Clarke, & N. Black (Eds.), Studying the organisation and delivery of health services: Research methods (pp. 188-219). Routledge.
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  • Moussu, L., & Llurda, E. (2008) Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348. https://doi.org/10.1017/s0261444808005028
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“ANADİLİ İNGİLİZCE OLAN/OLMAYAN ÖĞRETMENLER” ÜZERİNE TÜRKİYE’DE YAPILAN ÇALIŞMALARIN BİR KAPSAM İNCELEMESİ

Year 2021, Volume: 21 Issue: 1, 54 - 73, 15.03.2021
https://doi.org/10.17240/aibuefd.2021.21.60703-780084

Abstract

İngiliz dili öğretimi ve uygulamalı dilbilim alanlarında eleştirel yaklaşımların 1970’lerden bu yana artarak büyümesine ve 1990'ların sonlarından bu yana (ikinci) dil öğretmeni kimliğinin gördüğü ilgiye paralel olarak, “ana dili İngilizce olan/olmayan öğretmenler” üzerine yapılan çalışmaların katlanarak arttığını gözlemlemekteyiz. Bununla birlikte, mevcut alan yazını incelediğimizde veya değerlendirme çalışmalarına odaklandığımızda bu konuyla ilgili bilgi ve birikimimizin sistematik olarak gözden geçirilmesini sağlayan ülkeye özgü araştırmaların genellikle bulunmadığını görebilmekteyiz. Bu ihtiyaca cevap verebilmek için bu kapsam incelemesi 2000-2020 yılları arasında (ikinci) dil öğretmeni kimliği üzerine yapılan 85 çalışmanın (43 hakemli dergi makalesi, 7 kitap bölümü, 26 yüksek lisans tezi ve 9 doktora tezi) bir değerlendirmesini sunmaktadır. Sonuçlar, bu araştırma alanının hem nicel hem de nitel olarak artan bir eğilim sergilediğini göstermektedir. Ayrıca bu çalışmaların teorik derinlik, kavramsal içerik, metodolojik titizlik ve ampirik tutarlılıktan faydalanacağını da göstermiştir. Bu araştırmanın, yerel bağlamda bu çalışma alanının mevcut durumu ve gelecekteki olası yönleri hakkında bilgi sunması, gerek meslek hayatının başında olan gerekse deneyimli akademisyenler için araştırma alanlarına ışık tutması ve nihayetinde bu alanda çok daha kapsamlı ve sistematik bir anlayışa yönelik ilk adım olması umulmaktadır.

References

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  • Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616
  • Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372. https://doi.org/10.1016/s0346-251x(00)00017-8
  • Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655-683. https://doi.org/10.1002/tesq.311
  • Blommaert, J., & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1-22.
  • Braine, G. (1999). Non-native educators in English language teaching. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781315045368
  • Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy and professional growth. Routledge. https://doi.org/10.4324/9780203856710
  • Copland, F., Garton, S., & Mann, S. (2016). LETs and NESTs: Voices, views and vignettes. British Council.
  • Daudt, H. M. L., van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13, 48. https://doi.org/10.1186/1471-2288-13-48
  • Demirezen, M. (2007a). A model to rehabilitate a fossilized pronunciation error of Turkish English language teachers: The English consonant phoneme/ŋ/wrongly articulated as/ŋk/through nasal devoicing. Journal of Language and Linguistic Studies, 3(2), 289-303.
  • Doerr, N. M. (2009). The native speaker concept: Ethnographic investigations of native speaker effects. Mouton de Gruyter. https://doi.org/10.1515/9783110220957
  • Doğançay-Aktuna, S., & Hardman, J. (2008). Global English teaching and teacher education: Praxis and possibility. TESOL Press.
  • Faez, F. (2007). Preparing diverse teachers for diverse students: Perceptions of linguistic identity, experiences and teaching responsibilities in a Canadian teacher education program [Unpublished doctoral dissertation]. University of Toronto.
  • Galloway, N., & Rose, H. (2015). Introducing global Englishes. Routledge. https://doi.org/10.4324/9781315734347
  • Gurzynski-Weiss, L., & Plonsky, L. (2017). Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 305-324). John Benjamins. https://doi.org/10.1075/aals.16.13gur
  • Higgins, C. (2003). “Ownership” of English in the Outer Circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37(4), 615-644. https://doi.org/10.2307/3588215
  • Hillman, S., Selvi, A. F., & Yazan, B. (2020). World Englishes in the Middle East and North Africa: A scoping review. World Englishes. https://doi.org/10.1111/weng.12505
  • Holliday, A. (2005). The struggle to teach English as an international language. Oxford University Press.
  • Holliday, A., Aboshiha, P., & Swan, A. (2015). (En)countering native-speakerism: Global perspectives. Palgrave Macmillan. https://doi.org/10.1057/9781137463500
  • Houghton, S. A., Rivers, D., & Hashimoto, K. (Eds.). (2018). Beyond native-speakerism. Current explorations and future versions. Routledge. https://doi.org/10.4324/9781315643601
  • Houghton, S. A., & Rivers, D. (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Multilingual Matters. https://doi.org/10.21832/9781847698704
  • Jabbari, N., & Eslami, Z. R. (2019). Second language learning in the context of massively multiplayer online games: A scoping review. ReCALL, 31(1), 92-113. https://doi.org/10.1017/s0958344018000058
  • Kamhi-Stein, L. D. (2004). Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals. University of Michigan Press. https://doi.org/10.3998/mpub.9648
  • Kamhi-Stein, L. D. (2013). Narrating their lives: Examining English language teachers' professional identities within the classroom. University of Michigan Press. https://doi.org/10.3998/mpub.342488
  • Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180-189. https://doi.org/10.1093/elt/ccv076
  • Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities in practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x
  • Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong University Press. https://doi.org/10.5790/hongkong/9789888028795.001.0001
  • Kubota, R., & Lin, A. (2009). Race, culture, and identity in second language education: Exploring critically engaged practice. Routledge. https://doi.org/10.4324/9780203876657
  • Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, 1–9. https://doi.org/10.1186/1748-5908-5-69
  • Llurda, E. (2003). The professional skills and beliefs of non-native speakers in English language teaching [Unpublished doctoral dissertation]. Universitat de Lleida.
  • Llurda, E. (2005). Non-native language teachers: Perceptions, challenges, and contributions to the profession. Springer. https://doi.org/10.1007/b106233
  • Llurda, E. (2018). Methods in NNEST research. In J. Liontas (Ed.), The TESOL Encyclopedia of English language teaching. John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0032
  • Lowe, R. J. (2020). Uncovering ideology in English language teaching: Identifying the 'native speaker' frame. Springer. https://doi.org/10.1007/978-3-030-46231-4
  • Mahboob, A. (2010). The NNEST lens: Non native English speakers in TESOL. Cambridge Scholars Press. https://doi.org/10.1002/9781118784235.eelt0038
  • Mahboob, A. (2003). Status of nonnative English speakers as ESL teachers in the United States [Unpublished doctoral dissertation]. Indiana University.
  • Mahboob, A., & Golden, R. (2013). Looking for native speakers of English: Discrimination in English language teaching job advertisements. Voices in Asia Journal, 1, 72-81.
  • Martínez Agudo, J. D. (2017). Native and non-native teachers in English language classrooms: Professional challenges and teacher education. De Gruyter Mouton. https://doi.org/10.1515/9781501504143
  • Matsuda, A., & Matsuda, P. K. (2018). Teaching English as an international language: A WE-informed paradigm for English language teaching. In E. L. Low & A. Pakir (Eds.), World Englishes: Rethinking paradigms (pp. 64-77). Routledge.
  • Maum, R. (2002). Nonnative-English-speaking teachers in the English teaching profession. Center for Applied Linguistics.
  • Mays, N., Roberts, E., & Popay, J. (2001). Synthesising research evidence. In N. Fulop, P. Allen, A. Clarke, & N. Black (Eds.), Studying the organisation and delivery of health services: Research methods (pp. 188-219). Routledge.
  • McArthur, T. (2004). Is it world or international or global English, and does it matter? English Today, 20(3), 3-15. https://doi.org/10.1017/s0266078404003025
  • McCrum, R. (1987). The story of English. Faber.
  • McKay, S. L., & Bokhorst-Heng, W. (2008). International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy. Routledge. https://doi.org/10.4324/9781315092553
  • Medgyes, P. (1992). Native or nonnative: Who’s worth more? ELT Journal, 46(4), 340-349. https://doi.org/10.1093/elt/46.4.340
  • Medgyes, P. (1994). The non-native teacher. Macmillan Publishers.
  • Moussu, L. (2006). Native and nonnative English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices [Unpublished doctoral dissertation]. Purdue University.
  • Moussu, L., & Llurda, E. (2008) Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348. https://doi.org/10.1017/s0261444808005028
  • Paikeday, T. M. (1985). The native speaker is dead! Paikeday Publishing.
  • Pennycook, A. (2016). Politics, power relationships and ELT. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 26-37). Routledge.
  • Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
  • Reis, D. S. (2010). Non-native English-speaking teachers and professional legitimacy: A sociocultural theoretical perspective on identity realization [Unpublished doctoral dissertation]. Pennsylvania State University.
  • Riazi, M. (2017). Mixed methods research in language teaching and learning. Equinox.
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There are 74 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ali Fuad Selvi 0000-0002-1122-9770

Publication Date March 15, 2021
Submission Date August 13, 2020
Published in Issue Year 2021 Volume: 21 Issue: 1

Cite

APA Selvi, A. F. (2021). A SCOPING REVIEW OF THE “NEST/NNEST STUDIES” IN TURKEY: A COUNTRY IN FOCUS. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 54-73. https://doi.org/10.17240/aibuefd.2021.21.60703-780084