NONNATIVE ENGLISH-SPEAKING PROFESSIONALS:

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page last updated: June 28, 2008

 

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Gabrielatos, C. (2004). Discerning reality: Lesson observation as research. IATEFL Teacher Trainers and Educators SIG Newsletter, 3/2004, 5-8. Available online, http://www.gabrielatos.com/Observations.pdf


Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ, 8(4), http://www.tesl-ej.org/ej32/a1.html


Gabrielatos, C. & McEnery, T. (2005). Epistemic modality in MA dissertations. In P.A. Fuertes Olivera (Ed.), Lengua y sociedad: Investigaciones recientes en lingüística aplicada. Lingüística y Filología no. 61 (pp. 311-331). Valladolid: Universidad de Valladolid. Available online: http://eprints.lancs.ac.uk/89/01/Epistemic_modality_in_MA_dissertations.pdf

Gambhir, M. (2004). Non-native speakers of English in a Canadian teacher education program: needs, experiences and politics. Unpublished M.A. thesis, Ontario Institute of Education at University of Toronto.


Gill, S., & Rebrova, A. (March, 2001). Native and non-native: Together we're worth more. ELT Newsletter. Retrieved March 25, 2002, from the World Wide Web: http://www.eltnewsletter.com/back/March2002/art522011.htm

Goto Butler, Y. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan and Japan. TESOL Quarterly, 38(2), 245-278.


Govardhan, A. K., Nayar, B., & Sheorey, R. (1999). Do U.S. MATESOL programs prepare students to teach abroad? TESOL Quarterly, 33(1), 114-125.

 

Green, Peter S. & Hecht, K. (1985) Native and non-native evaluation of learners' errors in written discourse. System 13 (2) 77-97.

 

Han, E. (2007). Fair Opportunity for NNES in TESOL, Essential Teacher, 4 (1).

 

Higgins, C. (2003). "Ownership" of English in the Outer Circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37(4), 615-644.

Inbar, O., & Gagne, G. (2003). Language proficiency development of non-native English-speaking teacher candidates: A comparative case study of two teacher preparation programs in Canada and Israel (in progress). Retrieved August 23, 2004, from http://tirfonline.org/AboutTIRF/pages/2003SRG.html#Dr.Ofra

 

Inbar, O. (2001). Native and non-native English teachers: Investigation of the construct and perceptions. Unpublished doctoral dissertation, Tel Aviv University, Israel.

 

Ishihara, N. (2003, March). The Role of Culture in Practicum in Teaching ESL. Paper presented at the Nonnative English Speakers in TESOL Caucus Colloquium, 37th Annual TESOL Convention, Baltimore, MD.

Ishihara, N. (2003, May). Cultural scaffolding for an international student in the tesol practicum (this is a .doc). Paper presented at the Third International Conference on Language Teacher Education, Minneapolis, MN.

 

Ishihara, N. (2004). Intercultural challenges and cultural scaffolding: The experience of a nonnative English-speaking student teacher in a US practicum in second language teaching. In M. Bigelow & C. Walker (Eds.), Creating teacher community: Selected papers from the third international conference on language teacher education (pp. 153-173). Minneapolis, MN: Center for Advanced Research on Language Acquisition.

 

Ishihara, N., & Maeda, M. (2005). Multiple identities emerge through collaboration. Essential Teacher Compeatlinks 2005, 2 (4). Available at: http://www.tesol.org/s_tesol/secetdoc.asp?CID=1162&DID=5079.

 

Ishihara, N., & Maeda, M. (2005, March). NS-NNS experienced teacher collaboration for professional development. Paper presented at the 39th Annual TESOL Convention, San Antonio, TX.

 


Ishihara, N., & Maeda, M. (2005). Collegial in-service teacher collaboration as professional development: Transcending traditional dichotomies. Teacher Education Interest Section Newsletter. Available at: http://www.tesol.org//s_tesol/article.asp?vid=167&DID=4138&sid= 1&cid= 738&iid=4131&nid=3091.

 

Jacobs, L. C., & Friedman, C. B. (1988). Student achievement under foreign teaching associates
compared with native teaching associates. Journal of Higher Education, 59 (5), 551-563.

Jarvella, R., Bang, E., Jakobsen, A., & Mees, I. (2001). Of mouths and men: non-native listeners' identification and
evaluation of varieties of English. International Journal of Applied Linguistics, 11(1), 37-55.

Jarvis, J. (1991). Perspectives on the inservice training needs of NNS teachers of English to young learners. The Teacher Trainer, 5(1), 4-9.


Johnson, K.A. (2002, February). Social identities and the NNES MA TESOL student. TESOL Teacher Education Interest Section Newsletter (17)2, 6-7.


Johnson, K. E. (ed.). (2000). Teacher education. Alexandria, Virginia: Teachers of English to Speakers of Other Languages Inc.

 

Jordan, B. M., Maum, R., Thompson, B., & Auerbach, E. (2003). Dialogues around "Reexamining English only in the ESL classroom," by Elsa Auerbach (1993). In J. Sharkey & K. E. Johnson (Eds.), The TESOL Quarterly dialogues: Rethinking issues of language, culture and power. Alexandria, VA: TESOL Publications.


Kachru, B. K. (Ed.). (1992). The other tongue: English across cultures (2nd ed.). Urbana and Chicago: University of Illinois Press.

 

Kamhi-Stein, L. D., Aagard, A., Ching, A., Paik, A., & Sasser, L. (2004). Teaching in K-12 programs: Perceptions of native and NNEST practitioners. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals (pp. 81-99). Ann Arbor, MI: The University of Michigan Press.

 


Kamhi-Stein, L. D. (Ed.). (2004). Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan Press.

 

Kamhi-Stein, L. D., & Mahboob, A. (2003). The relationship between teachers' English proficiency and curriculum delivery in EFL settings and settings where English is an institutionalized language (in progress). Retrieved August 23, 2004, from http://tirfonline.org/AboutTIRF/pages/2003SRG.html#Dr.Lia

 

Kamhi-Stein, L. D. (2000). Looking to the future of TESOL teacher education: Integrating Web-based bulletin board discussions into the methods course. TESOL Quarterly, 34(4), 423-456.

 

Kamhi-Stein, L. D. (2000). Adapting US-based TESOL teacher education to meet the needs of nonnative English speakers. TESOL Journal, 9(3), 10-14.


Kamhi-Stein, L. D. (2000). Nonnative English-speaking professionals: A new agenda for a new millennium. MEXTESOL Journal, 23(3), 11-20.

 

Kamhi-Stein, L. D. (2005). Research perspectives on non-native English-speaking professionals. In P. Bruthiaux, D. Atkinson, W. Eggington, W. Grabe, & V. Ramanathan, (Eds.), Directions in applied linguistics: Essays in honor of Robert B. Kaplan (pp. 72-83). Clevedon, England: Multilingual Matters.


Kamhi-Stein, L. D., Aagard, A., Ching, A., Paik, A., & Sasser, L. (2001). Teaching in K-12 Programs: Perceptions of native and nonnative English-speaking practitioners. The CATESOL Journal, 13(1), 69-88.


Kamhi, Stein, Lee, E., & Lee, C. (1999, August/September). How TESOL programs can enhance the preparation of nonnative English speakers. TESOL Matters, 1, 5.

 

Kelch, K., & Santana-Williamson, E. (2002). ESL students' attitudes toward native- and nonnative-speaking instructors' accents. The CATESOL Journal, 14(1), 57-72.

Kershaw, G. (1996). The developing roles of native-speaker and non-native-speaker teachers. Modern English Teacher, 5 (3), 7-11.

Kim, E. (2008). A Nonnative Speaker; and Still the Right Person for the Job. Essential Teacher, 5(2).19-22.

Krajnovic, M. M. (1998). The non-native teacher. Strani Jezici, 27 (1), 55-56.

Kramsch, C. (1997). The Privilege of the Nonnative Speaker. Publications of the Modern  Language Association of America 112(3), 359-369.


Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography, 16-31. Cambridge: Cambridge University Press.

Kramsch, C. (1998). Language and culture. Oxford : Oxford University Press.
NCELTR P35.K73/1998


Kresovich, B. M. (1988). Error gravity: Perceptions of native-speaking and non-native speaking faculty in EFL. (ERIC Document Reproduction Service No. ED 311732).

 

Kubanyiova, M (2006). Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL context [electronic version]. TESL -EJ 10 (2). A5. Retrieved October 13, 2006.


Kubota, R. (2002). Marginality as an asset: Toward a counter-hegemonic pedagogy for diversity. In L. Vargas (Ed.), Women faculty of color in the white college classroom (pp. 293-307). New York: Peter Lang.


Lasagabaster, D., & Sierra, J.M. (2002). University students’ Perceptions of native and non- native speaker teachers of English. Language Awareness 11, 132-142.

Lasagabaster and Sierra (2005) What Do Students Think About The Pros And Cons Of Having A Native Speaking Teacher.” in Llurda (ed). NonNative Language Teachers: Perceptions, Challenges and Contributions to the Profession (NY: Springer), (pp. 217241)


Lazaraton, A. (2003). Incidental displays of cultural knowledge in the nonnative-English- speaking teacher’s classroom. TESOL Quarterly 37(2), 213-245.

Lazaraton, A., & Ishihara, N. (2005). Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. Modern Language Journal, 89(4), 529-542.


Lee, C. S. (2000). Computer-mediated communication: Nonnative English-speaking students’ participation in world wide web-based course tools bulletin board (Web-CT) discussions. Unpublished master’s thesis. California State University, Los Angeles.


Lee, E. & Lew, L. (2001). Nonnative English speakers in an MA TESOL program: What do their diaries have to say? The CATESOL Journal, 13(1), 135-150.

Lee, I. (2004). Preparing nonnative English speakers for EFL teaching in Hong Kong. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 230-250). Ann Arbor, MI: University of Michigan Press.


Lee, I. (2000, February/March). Can a nonnative English speaker be a good English teacher?” TESOL Matters, 10(1), 19.


Leung, C., Harris, R., & Rampton, B. (1997). The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31(3), 543-558.

Liang, J., & Rice, S. (2006). Forging new identities: A journey of collaboration between native- and nonnative-English-speaking educators. In N. G. Barron, N. M. Grimm, & S. Gruber (Eds.), Social change in diverse teaching contexts: Touch subjects and routine practices (pp. 161-181). New York, Peter Lang.


Liang, K. Y. (2002). English as a second language (ESL) students’ attitudes toward non-native English-speaking teacher’ (NNESTs’) accentedness. Unpublished master’s thesis. California State University, Los Angeles.


Ling, S. (2001). Native and nonnative-speaking EFL teachers’s evaluation of Chinese Students’ English writing. Language Testing, 18(3), 303-325.

Lipovsky, C. & Mahboob, A. (2007). Examining attitudes towards NESTs and NNESTs: A comparison of a thematic vs. an appraisal analysis. In Christina Gitsaki (Ed.) Language and Languages: Global and Local Tensions. Newcastle upon Tyne: Cambridge Scholars Press. Click here for a copy in .pdf.     


Liu, D., Ahn, G., Baek, K., & Han, N. (2004). South Korean high school English teachers' code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605-638.


Liu, J. (2001). Confessions of a Nonnative English-speaking Professional. The CATESOL Journal, 13(1), 53-67.


Liu, J. (1999). Nonnative-English-speaking-professionals. TESOL Quarterly, 33(1), 85-102.


Llurda, E. (Ed.) (2005) Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York: Springer.

Llurda, E. (2005). Non-native TESOL students as seen by practicum supervisors. In Llurda, E. (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 131-154): Springer.


Llurda, E. (2004) “Native / non-native speaker” discourses in foreign language university departments in Spain. In B. Dendrinos & B. Mitsikopoulou (eds) Policies of Linguistic Pluralism and the Teaching of Languages in Europe. Athens, Greece: The University of Athens Publications, 237-243.


Llurda, E. (2004) Non-native teachers and English as an international language. International Journal of Applied Linguistics 14(3), 314-323.


Llurda, E. & A. Huguet (2003) Self-awareness in NNS EFL primary and se condary school teachers. Language Awareness, 12, 220-235.

Long, K. (2005).  Self-perceptions of non-native English speaking teachers of English as a second language.  ORTESOL Journal, 23, 25-33.


Lung, J. (1999). A local teacher views the native English teacher scheme in Hong Kong. TESOL Matters, 9(3). Retrieved March 25, 2002, from the World Wide Web: http://www.tesol.org/pubs/articles/1999/tm9906-03.html

 

 


 

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