|
NONNATIVE ENGLISH-SPEAKING PROFESSIONALS: Blibliography,
page 2 page last updated: June 28, 2008 |
| Previous Page | ( G - L ) | Next Page | ||
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 Unpublished M.A. thesis, Ontario Institute of Education at University of Toronto.
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.
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 Unpublished doctoral dissertation, Tel Aviv University, Israel.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.
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 Jarvis, J. (1991). Perspectives on the inservice training needs of NNS teachers of English to young learners. The Teacher Trainer, 5(1), 4-9.
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.
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., & 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. (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.
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). Language and culture. Oxford : Oxford University Press.
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.
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., & 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, 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.
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.
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.
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.
Long, K. (2005). Self-perceptions of non-native English speaking teachers of English as a second language. ORTESOL Journal, 23, 25-33.
|
| Next Page | ||||
| Goals | History | Membership | Leaders | Newsletter |
| Resources | Voices | Discussion List | Events | Packet |
| What's New | Photos from TESOL | NNEST of the Month | ||