Non-Native Educators in English Language Teaching
Bibliographic Data
| ID | 10816636 |
|---|---|
| Authors | Natasha Lvovich |
| Year | 1999 |
| Volume | 33 |
| Issue | 4 |
| Pages | 773 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | REVIEW |
| Review of | Non-native educators in English language teaching, George Braine, 1999 |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587894 |
| OpenAlex | W2088204285 |
| Language | EN |
| Citations received | 1 |
Contents: Preface. G. Braine, Introduction. Part I: Who We Are. J. Thomas, Voices From the Periphery: Teachers and Issues of Credibility. G. Braine, From the Periphery to the Center: One Teacher's Journey. U.N. Connor, Learning to Write Academic Prose in a Second Language: A Literacy Autobiography. X-M. Li, Writing From the Vantage Point of an Outsider/Insider. C. Kramsch, W.S.E. Lam, Textual Identities: The Importance of Being Non-Native. Part II: Sociopolitical Concerns. A.S. Canagarajah, Interrogating the Speaker Fallacy: Non-Linguistic Roots, Non-Pedagogical Results. N. Amin, Minority Women Teachers of ESL: Negotiating White English. M. Oda, English Only or English Plus? The Language(s) of EFL Organizations. Part III: Implications for Teacher Education. K.K. Samimy, J. Brutt-Griffler, To Be a Native or Speaker: Perceptions of Non-Native Students in a Graduate TESOL Program. L.D. Kamhi-Stein, Preparing Professionals in TESOL: Implications for Teacher Education Programs. J. Liu, From Their Own Perspectives: The Impact of ESL Professionals on Their Students. P. Medgyes, Language Training: A Neglected Area in Teacher Education. D. Liu, Training TESOL Students: Challenges for TESOL Teacher Education in the West
Comprehension approach · Language assessment · Language education · Language transfer · Linguistics · Mathematics education · Pedagogy · Sociology · Multilingual Education and Policy · Philosophy · Psychology
Negotiating the Local in English as a Lingua Franca
A comparison of Argentinean and Turkish English language teacher education curricula
Exploring the Complexities of Professional Identity Formation Among English Teachers at a Korean University
Native and Non-Native English Language Teachers
Nonnative EFL Teachers' Speaking Anxiety
Teaching workload and satisfaction of foreign-born and U.S.-born faculty at four-year postsecondary institutions in the United States
The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China
The Development of Students’ Inter-cultural Competence in the Process of Collaborative Foreign Language Learning at Tertiary Level
Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea
Appropriating English, Expanding Identities, and Re-Visioning the Field
“I Listened to Korean Society. I Always Heard that Women Should be this Way …”
Theorizing Language Teacher Identity
Contesting and Negotiating Othering from Within
Reading Repression
International Teaching Assistants in the Composition Classroom
Using university students’ L1 as a resource
The Invisible Multilingual Teacher
The role of culture in English language education
Letter writing in the intercultural classroom
Language teaching and intercultural education
The Language Situation in Hungary
Pop cosmopolitanism and online language learning
English only? The linguistic choices of teachers of young EFL learners
“In the world of the tradition, I was unimagined”
The everyday politics of English-only policy in an EFL language school
Teacher Identity as Pedagogy
Revitalising the essay in an English for academic purposes course
From opposition to transcendence
EMI Lecturers in international universities
Racist nativist microaggressions and the professional resistance of racialized English language teachers in Toronto
We are cheaper, so they hire us
A meta-discursive analysis of online comments on the suggestion of cancelling National Matriculation English Test in China
‘Foreign education and companies are superior to local ones’
English in the Expanding Circle — A Third Diaspora
The hiring and management practices of a seven-year extracurricular program to enhance Asian undergraduates’ English as an international language communication skills
The use of L1 in students’ English learning materials
Recruiting English teachers from the Outer Circle
Academic writing assessment in the Iranian expanding circle context
Asian Englishes
Sámi language teachers' professional identities explained through narratives about language acquisition
The Americanization of Daisuke Matsuzaka
The native/non-native teacher debate
Self-awareness in NNS EFL Primary and Secondary School Teachers
University Students' Perceptions of Native and Non-native Speaker Teachers of English
Revisiting the issue of native speakerism
World Englishes in English language teaching
Comment 2
Paratactic conjunctions in creole speakers' and ESL learners' academic writing
World Englishes
Asean English teachers as a model for international English learners
Closing A Conceptual Gap
Toward an appropriate EIL pedagogy
Going Global
Expanding the Socio-Cultural Knowledge Base of Tesol Teacher Education
On the Discursive Construction of ‘The Chinese Learner’
Heritage language learners in linguistics courses
Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation
Inclusion or exclusion
Narrative of a cross-cultural language teaching experience
Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts
Identities constructed in difference
Enacting Critical Literacy
Teaching EIL—Teaching International or Intercultural English? What Teachers Should Know
Non-native English-speaking teachers, context and English language teaching
Native and non-native teachers in the classroom
The employability of non-native-speaker teachers of EFL
A case study on foreign English teachers’ challenges in Taiwanese elementary schools
Creativity, self-reflection and subversion
Native-speakerism, stereotyping and the collusion of applied linguistics
The ‘falling’ language standards and teachers’ professional vulnerability in Hong Kong
Multilingual English teachers in Asian Expanding Circle ELT
Race and native speakers in ELT
Learning English today
Challenges and opportunities for the pluricentric approach in ESL/EFL teaching
Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing
Research on “native” and “non-native” English-speaking teachers
Global Englishes and language teaching
Standards of English and politics of inclusion
Non-native English-speaking English language teachers
The challenges of globalization in French Engineering and Management Schools
Negotiating voice in translingual literacies
Exploring non-native English-speaking teachers’ beliefs about the monolingual approach
EFL learners' beliefs about native and non-native English-speaking teachers
A confession of a ‘non-native’ speaker
On becoming a doctoral student
Who’s educating the teacher educators? The role of self-study in teacher education practices (S-STEP) in advancing the research on the professional development of second language teacher educators and their pedagogies
Aprendizaje, comunicación e innovación en la formación de maestros de lenguas en Colombia
Changing Contexts and Shifting Paradigms in Pronunciation Teaching
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Looking Back, Taking Stock, Moving Forward
"A Reader Reacts to Anne Lazaraton's "Incidental Displays of Cultural Knowledge in the Nonnative-English-Speaking Teacher's Classroom
Wrestling with Race
Identifying Research Priorities
Host Teachers' Evaluations of Nonnative-English-Speaking Teacher Trainees
Researching Privilege in Language Teacher Identity
When Immigrant Mothers of Color Become Public School Teachers for English Language Learners
How Are Nonnative‐English‐Speaking Teachers Perceived by Young Learners
Current Perspectives on Teaching World Englishes and English as a Lingua Franca
Native‐English‐Speaking Teachers
Duty and Service
| Citation velocity | historical |
|---|---|
| Highly cited | No |