NONNATIVE ENGLISH-SPEAKING PROFESSIONALS: Bibliography,
page 1 page last updated: March 21, 2008 |
| Bibliography (A - F) - Next Page | ||||
Abreu-e-Lima, D. M., de Oliveira, L. C., & Augusto-Navarro, E. H. (2007). Focusing on teaching from the get-go: An experience from Brazil. In M. Carroll (Ed.), Developing a New Program or Curriculum for Adults (TESOL Curriculum Development Series). Alexandria, VA: Teachers of English to Speakers of Other Languages. Alatais, J., & Straehle, C. (1997). The universe of English:
Imperialism, chauvinism, and paranoia. In L. Smith & Ali S.M., Al-Issa. (2005). An Ideological Discussion of the Impact of the NNESTs' English Language Knowledge on ESL Policy Implementation 'A Special Reference to the Omani Context.' Asian EFL Journal 7 (3). Amin, N. (2001). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. The CATESOL Journal, 13(1), 89-107.
Asante, M. (2006). Multiple identities of non-native English speaking teaching professionals:Ruminations of an African NNEST professional. ICIS Newsletter - A periodic newsletter for TESOL members. 4 (2).
Asao, T. (2005). Tips for New Nonnative English-speaking Teachers. TESL Reporter, 38, 74-78.
Arva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. Barratt, L. & Kontra, E. (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9 (3), 19-23. Bailey, K. M. (September, 2002). Declarative knowledge, procedural knowledge, and the varieties of English we teach. NNEST Newsletter, 4(2), 1, 3-5. Bayliss, D. and Vignola, M.-J. (2007). Training not-native second language teachers: the box of Anglophones FSL teacher candidates. The Canadian Review of the Living Languages. Bayliss, D. et Vignola, M.-J. (2000).Assessing language proficiency of FSL teacher candidates: what makes a successful candidate. The Canadian Modern Language Review, 57 (2), 217-244.
Benke and Medgyes, P. (2005). NonNative Language Teachers: Perceptions, Challenges and Contributions to the Profession, Differences in Teaching Behaviour Between Native and NonNative Speaker Teachers: As Seen By The Learners, in Llurda (ed), (N Y:Springer). Bhatt, R. M. (2002). Experts, dialects, and discourse. International Journal of Applied Linguistics, 12(1), 74- 109. Blyth, C. (Ed.) (2004). The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-native, and the Non-native Speaker American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUCS). Issues in Language Program Direction: A Series of Annual Volumes. Boston: Heinle.
Brady, B., & Gulikers, G. (2004). Enhancing the MA in TESOL practicum course for nonnative English-speaking student teachers. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 206-229). Ann Arbor, MI: University of Michigan Press.
Brinton, D. M. (2004). Nonnative English-speaking student teachers: Insights from dialogue journals. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals (pp. 190-205). Ann Arbor, MI: The University of Michigan Press.
Canagarajah, A. S. (1999). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Nonnative educators in English language teaching (pp. 145-158). Mahwah, NJ: Erlbaum.
Cheung, Y. L. (2007). The attitudes of university students in Hong Kong towards native and non-native teachers of English. RELC Journal, Vol. 38, No. 3, 257-277.
Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes, 14, 77-86.
Clayton, M. (2000). Foreign teaching assistants’ first test: The accent. Christian Science
Monitor, 92(198), 14.
Cruickshank, K., Newell, S. and Cole, S. (2003). Meeting English language needs in teacher education: A flexible support model for non-English speaking background students. Asia - Pacific Journal of Teacher Education. 31(3), 239-247. Curran, M. E. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334–340.
Dewi, A. (2007). Shifts in NNESTs’ Professional Identity:An Impact of Language and Culture Immersion. Asian EFL Journal, 9 (4).
Dormer, J. E. (2006). Strength through difference?: A study of coworker relationships between native English-speaking and nonnative English-speaking teachers in two school sites in Brazil and Indonesia. Unpublished doctoral thesis, Ontario Institute for Studies in Education, University of Toronto. Toronto, Ontario, Canada.
Ellis, L. (2002) Teaching from experience: a new perspective on the non-native teacher in adult ESL Australian. Review of Applied Linguistics 25, (1) pp. 71 - 107
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. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.
Finegan, T. A., & Siefried, J. J. (2000). Are student ratings of teaching effectiveness influenced by instructors'
English language proficiency? American Economist, 44 (2), 17-29.
Flynn, K., & Gulikers, G. (2001). Issues in hiring NNES professionals to teach ESL. The CATESOL Journal, 13(1), 151-160. Fukumura, A. (1993). Qualifications of Language Teachers and English as an International Language. TESL Reporter 26(1), 29-34.
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