Teacher perception of language differences: challenging the normative futurity and native speakerism

References

• Choi, T. H. (2016). Identity, transnationalism, and bilingual education. In O. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 1-15). Springer.
   Google Scholar
• Clymer, E., Alghazo, S., Naimi, T., & Zidan, M. (2020). CALL, native-speakerism/culturism, and neoliberalism. Interchange, 51(3), 209–237. https://doi.org/10.1007/s10780-019-09379-9
   Google Scholar
• Coelho, D., Khalil, N., & Shankar, D. D. (2022). Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools. International Journal of Multilingualism (Latest Article), https://doi.org/10.1080/14790718.2022.2099400.
   Web of Science ®Google Scholar
• Compton-Lilly, C. (2016). Time in education: Intertwined dimensions and theoretical possibilities. Time & Society, 25(3), 575–593. https://doi.org/10.1177/0961463X15587837
   Web of Science ®Google Scholar
• Compton-Lilly, C., Kim, J., Quast, E., Tran, S., & Shedrow, S. (2019). The emergence of transnational awareness among children in immigrant families. Journal of Early Childhood Literacy, 19(1), 3–33. https://doi.org/10.1177/1468798417696342
   Web of Science ®Google 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
   Web of Science ®Google Scholar
• De Costa, P. (2014). Reconceptualizing cosmopolitanism in language and literacy education: Insights from a Singapore school. Research in the Teaching of English, 49(1), 9–30. https://www.jstor.org/stable/24398662.
   Web of Science ®Google Scholar
• Deng, Q., Kiramba, L. K., & Viesca, K. M. (2021). Factors associated with novice general education teachers’ preparedness to work with multilingual learners: A multilevel study. Journal of Teacher Education, 72(4), 489–503. https://doi.org/10.1177/0022487120971590
   Web of Science ®Google Scholar
• Emerick, M. R. (2022). Diversity ideology and school leadership: Obscuring inequities for emergent bilingual students in career and technical education. Educational Administration Quarterly, 58(2), 223–257. https://doi.org/10.1177/0013161X211052510
   Web of Science ®Google Scholar
• Facer, K. (2021). Futures in education: Towards an ethical practice. Paper commissioned for the UNESCO Futures of Education report. https://unesdoc.unesco.org/ark:/48223/pf0000375792
   Google Scholar
• Fischer, N., & Lahmann, C. (2020). Pre-service teachers’ beliefs about multilingualism in school: An evaluation of a course concept for introducing linguistically responsive teaching. Language Awareness, 29(2), 114–133. https://doi.org/10.1080/09658416.2020.1737706
   Web of Science ®Google Scholar
• Flores, B. B., & Smith, H. L. (2009). Teachers’ characteristics and attitudinal beliefs about linguistic and cultural diversity. Bilingual Research Journal, 31(1-2), 323–358. https://doi.org/10.1080/15235880802640789
   Google Scholar
• Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
   Web of Science ®Google Scholar
• Garrity, S., Aquino-Sterling, C. R., Liew, C. V., & Day, A. (2018). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism, 21(2), 179–196. https://doi.org/10.1080/13670050.2016.1148113
   Web of Science ®Google Scholar
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
   Google Scholar
• Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism – ‘invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils' heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
   Web of Science ®Google Scholar
• Heineke, A. J., & Giatsou, E. (2020). Learning from students, teachers, and schools: Field-based teacher education for emergent bilingual learners. Journal of Teacher Education, 71(1), 148–161. https://doi.org/10.1177/0022487119877373
   Web of Science ®Google Scholar
• Holliday, A. (2015). Native-speakerism: Taking the concept forward and achieving cultural belief. In A. Swan, P. Aboshiha, & A. Holliday (Eds.), (En)Countering native-speakerism (pp. 11–25). Palgrave Macmillan.
   Google Scholar
• Jackson, A., & Mazzei, L. A. (2022). Thinking with theory in qualitative research (2nd ed.). Routledge.
   Google Scholar
• Kasun, G., Sánchez, P., & Martínez-Prieto, D. (2022). Transnationalism and education in the United States. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.458.
   Google Scholar
• Kim, G. M. H. (2020). Challenging native speakerism in literacy research and education. Journal of Literacy Research, 52(3), 368–375. https://doi.org/10.1177/1086296X20939558
   Web of Science ®Google Scholar
• Kubota, R. (2023). Racialised teaching of English in Asian contexts: Introduction. Language, Culture and Curriculum, 36(1), 1–6. https://doi.org/10.1080/07908318.2022.2048000
   Web of Science ®Google Scholar
• Lam, W. S. E., & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly, 47(2), 191–215. https://doi.org/10.1002/RRQ.016
   Web of Science ®Google Scholar
• Lee, S. Y. (2020). Seeing the difference: Anticipatory reasoning of observation and its double gesture in teacher education. Curriculum Inquiry, 50(5), 378–399. https://doi.org/10.1080/03626784.2021.1877518
   Web of Science ®Google Scholar
• Lee, S. Y. (2021). Showing professionalism: edTPA, technology-mediated observation, and visual politics in teacher education. Teaching and Teacher Education, 99, 103234. https://doi.org/10.1016/j.tate.2020.103234
   Web of Science ®Google Scholar
• MacLure, M. (2013). The wonder of data. Cultural Studies ↔ Critical Methodologies, 13(4), 228–232. https://doi.org/10.1177/1532708613487863
   Google Scholar
• Martínez-Álvarez, P. (2017). Language multiplicity and dynamism: Emergent bilinguals taking ownership of language use in a hybrid curricular space. International Multilingual Research Journal, 11(4), 255–276. https://doi.org/10.1080/19313152.2017.1317506
   Web of Science ®Google Scholar
• Muñiz, J. (2019). Culturally responsive teaching: A 50-state survey of teaching standards. New America. https://d1y8sb8igg2f8e.cloudfront.net/documents/Culturally_Responsive_Teaching_2019-03-28_130012.pdf
   Google Scholar
• Putjata, G., & Koster, D. (2021). ‘It is okay if you speak another language, but … ’: Language hierarchies in mono- and bilingual school teachers’ beliefs. International Journal of Multilingualism (Latest Article), https://doi.org/10.1080/14790718.2021.1953503
   Web of Science ®Google Scholar
• Ramjattan, V. A. (2019). Racist nativist microaggressions and the professional resistance of racialized English language teachers in Toronto. Race Ethnicity and Education, 22(3), 374–390. https://doi.org/10.1080/13613324.2017.1377171
   Web of Science ®Google Scholar
• Rizzuto, K. C. (2017). Teachers’ perceptions of ELL students: Do their attitudes shape their instruction? The Teacher Educator, 52(3), 182–202. https://doi.org/10.1080/08878730.2017.1296912
   Google Scholar
• Saldaña, J. (2021). The coding manual for qualitative researchers. Sage Publication.
   Google Scholar
• Schreiber, B. R. (2019). “More like you”: Disrupting native speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 53(4), 1115–1138. https://doi.org/10.1002/tesq.534
   Web of Science ®Google Scholar
• Spencer, T. D., Moran, M., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early efficacy of multitiered dual-language instruction: Promoting preschoolers’ Spanish and English oral language. AERA Open, 6(1), 1–16. https://doi.org/10.1177/2332858419897886
   Web of Science ®Google Scholar
• Sriprakash, A. (2022). Reparations: Theorising just futures of education. Discourse: Studies in the Cultural Politics of Education (Latest Article), https://doi.org/10.1080/01596306.2022.2144141
   Web of Science ®Google Scholar
• U.S. Census Bureau (2021). Frequently asked questions (FAQs) about foreign born. U.S. Census Bureau. https://www.census.gov/topics/population/foreign-born/about/faq.html
   Google Scholar
• Vogel, S., & García, O. (2017). Translanguaging. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181.
   Google Scholar
• Wei, L. (2022). Translanguaging as a political stance: Implications for English language education. ELT Journal, 76(2), 172–182. https://doi.org/10.1093/elt/ccab083
   Web of Science ®Google Scholar