Native‐English‐speaking teachers (NESTs) have long been in demand for perceived benefits of the skills they bring to the classroom. However, the notion that native speakers provide the best models of the target language and thus make the best teachers of the language has been criticised in the literature. This article reports on the disconnection between academic literature on NESTs and the realities they report. Drawing on data from an investigation into NEST schemes globally, the article suggests that lived classroom experiences of NESTs are complex, They are also often bilingual, experienced, and qualified, and regard local English teachers (LETs) they work with as experts and in control of how English is practised in the classroom. These characteristics contrast with much of the academic literature, which explores the concept of native speakerism, which tends to view NESTs negatively. The article proposes that one reason for the disconnection between theory and practice is the parallel lives of researchers and teachers, whether NESTs or LETs. Thus, each group’s realities and concerns are not always understood by the other. The article suggests that a substantial group of bilingual and bicultural NESTs consider the country where work home, so future theorisations of NESTs and native speakerism should take account of these teachers.

中文翻译：

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以英语为母语的教师：理论，研究与实践之间的脱节

长期以来，以英语为母语的教师（NEST）一直渴望将他们带到课堂的技能所带来的好处。然而，文献中批评了以母语为母语的人提供目标语言的最佳模型，从而使该语言成为最好的教师的观点。本文报道了有关NEST的学术文献与他们所报道的现实之间的脱节。文章从对全球NEST计划的调查数据中得出的数据表明，NEST的实际课堂体验很复杂，他们通常也是双语的，有经验的和合格的，并且将与他们合作的当地英语老师（LET）视为专家并处于控制之下如何在课堂上练习英语。这些特征与许多学术文献形成对比，它探讨了以母语为母语的概念，这种观点倾向于对NEST持负面看法。文章认为，理论与实践之间脱节的原因之一是研究人员和教师的并行生活，无论是NEST还是LET。因此，每个小组的现实和关注并不总是彼此理解的。该文章建议，大量的双语和双文化NEST会考虑在哪个国家工作，因此NEST的未来理论和以母语为母语的人应该考虑这些教师。