Non-native educators in English language teaching
The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
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academic accent applied linguistics Asian bilingual Canagarajah Center challenges Chap chapter Chinese classroom communities competence countries CSULA cultural curriculum discussion EFL contexts ELT Journal ELT professionals English language English speakers English-speaking ESL students ESL teacher ESOL experience Finnish foreign language George Braine grammar Hong Kong immigrant IUPUI JALT Kachru language learning language teaching language(s learners learning English Linguistic imperialism literacy Long Island University Medgyes monolingual NABA native and non-native native speaker fallacy native speaker teachers needs NNS English teachers NNS professionals NNS students NNS teachers NNS TESOL students NNSs non-native English non-native speakers non-native teachers NSs of English participants pedagogical perceptions Periphery teachers Phillipson profession proficiency related to NNSs second language second language acquisition social sociolinguistic speakers of English speaking Sri Lanka taught teach English teacher-trainees Teachers of English TESOL affiliates TESOL program TESOL Quarterly United University Press writing