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Non-native English-speaking English language teachers: History and research

Non-native language teachers : perceptions, challenges and contributions to the profession

Finding libraries that hold this item Their efforts will undoubtedly help educators like me reflect and grow, resulting in increased teacher confidence and therefore more effective second and foreign language teaching around the world. Non-native Language teachers would be an important and relevant resource??? You may have already requested this item.

Non-Native Language Teachers: Perceptions, Challenges and Contributions to - Google Книги.
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native or non-native: What Makes a Good (language) Teacher Great?

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Non-native English-speaking English language teachers: History and research

Your rating has been recorded. Write a review Rate this item: Preview this item Preview this item. Educational linguistics , v. The instructor, in such contexts, is expected to 'represent' the native speaker, to 'recreate' the social environment in which the native speaker thrives. Many of the standard social conventions, the polite behavior, are brought to the fore in such ELT settings. The use of tag questions and allusions to the weather, for example, are taught as a means of 'breaking the ice' in polite conversation.

As an alternative, Mid-Atlantic English, Euro-English, and EIL visions of English for mainland Europe are better suited to support the NNS in the effort to construct identities in and through the lingua franca which best represent mainland European cultural orientation. Such a stance presupposes that the NNS practitioner plays an important role in the development of the English language. The first step must be to establish lingua franca platforms for the educational standard, and moreover, to implement a cultural studies supplement to foreign language teaching and learning which is culturally pluralistic as opposed to being loyal to a proposed native-speaker perception of reality.

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Non-native language teachers : perceptions, challenges and contributions to the profession

Nonnative speakers and invisible barriers in ELT. Nonnative educators in English language teaching.

The nonnative English-speaking professionals' movement and its research foundations. Teaching English to the world: History, curriculum, and practice. Nonnative English-speaking student teachers: Insights from dialogue journals. The narrative construction of reality. Revisiting the colonial in the postcolonial: Transcending the nativeness paradigm. Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan.

How are nonnative-English-speaking teachers perceived by young learners? Student perceptions of native and non-native speaker language instructors: A comparison of ESL and Spanish. Sintagma 18 , 19 — Non-linguistic roots, non-pedagogical results. In Braine , ed. Reclaiming the local in language policy and practice. The attitude of university students in Hong Kong towards native and nonnative teachers of English. The attitudes of university students towards non-native speakers English teachers in Hong Kong. Aspects of the theory of syntax.

A handbook for language program administrators. Alta Book Center Publishers. The employability of non-native-speaker teachers of EFL: Learning to write academic prose in a second language: Competence difference between native and near-native speakers. Language 63 , — Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk. In Camps , A. English in the New World. English as a global language 2nd edn. Incorporating a language improvement component in teacher training programmes. Learner attitudes and L2 pronunciation in Austria.

The native speaker in applied linguistics. The native speaker of World Englishes. Collaboration between native and nonnative English-speaking educators. Pragmatic perspectives on the preparation of teachers of English as a second language: A profile from Turkey. Global English teaching and teacher education: Questionnaires in second language research. Natives, speakers, and models.

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Japan Association of Language Teachers Journal 9. Australian Language Matters 8. A new perspective on the non-native teacher in adult ESL. Australian Review of Applied Linguistics The invisible multilingual teacher: The contribution of language background to Australian ESL teachers' professional knowledge and beliefs.

The International Journal of Multilingualism 1. Language learning experience as a contributor to ESOL teacher cognition. Preparing diverse teachers for diverse students: Perceptions of linguistic identity, experiences and teaching responsibilities in a Canadian teacher education program. Factors affecting strength of perceived foreign accent in second language. Journal of the Acoustic Society of America Issues in hiring nonnative English-speaking professionals to teach English as a Second Language. A mutual learning experience: Collaborative journaling between a nonnative-speaker intern and native-speaker cooperating-teacher.

Asian EFL Journal 7. Purism versus pragmatism in foreign language teaching and acquisition. The globalization of English and the English language classroom. A poststructuralist orientation to intelligibility and identity.

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English with an accent. Non-native English language teachers' perspective on culture in English as a Foreign Language classroom. Insights from dialogue journals. Finding libraries that hold this item TESOL , — Non-native speaker teachers of English and their anxieties:

The decline of the native speaker. In Graddol , D. Oxford University Press , 57 — Toward a better preparation of the nonnative ESOL teacher.

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TESOL , — The struggle to teach English as an International Language. Standards of English and politics of inclusion. Attitudes toward English and its function in Finland: Native and nonnative English teachers: Investigation of the construct and perceptions. Self and perceived native speaker identities of ELF teachers. The phonology of English as an International Language.