Publication details [#66914]

Calafato, Raees. 2019. The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua 227.
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Article in journal
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This critical review of empirical studies (n = 84) from 2009–2018 indicates that a growing number of studies have started to document non-native speaker teachers’ (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.