The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018

This study represents a critical review of empirical studies (n = 84) from 2009–2018 that reflect this change. The review indicates that a growing number of studies have started to document NNSTs’ unique affordances and multilingual practices in the classroom globally, that NNSTs can develop a reactive multilingual identity in response to native-speakerism, and that learners, when engaged by researchers, do recognize the multilingual affordances of NNSTs. The study's findings should contribute to the growing body of research on multilingual teacher identity, affordances, and practices, especially as this concerns NNSTs.
Source: Lingua - Category: Speech-Language Pathology Source Type: research