Native and Non-Native Teachers in English Language Classrooms: Professional Challenges and Teacher Education

Published by De Gruyter Mouton 2017

Native and Non-Native Teachers in English Language Classrooms

Professional Challenges and Teacher Education

Edited by: Juan de Dios Martinez Agudo

Volume 26 in the series Trends in Applied Linguistics [TAL]

https://doi.org/10.1515/9781501504143

Overview
Contents

About this book

Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession.
Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences.
This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

Author / Editor information

Juan De Dios Martinez Agudo, University of Extremadura, Spain

Topics

Frontmatter Publicly Available Download PDF	i
Table of contents Publicly Available Download PDF	v
Foreword Péter Medgyes Requires Authentication Unlicensed Licensed Download PDF	ix
Introduction Juan de Dios Martínez Agudo Requires Authentication Unlicensed Licensed Download PDF	1
Part I. Overall issues and perspectives on (non) nativeness in second language teaching
Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs Ahmar Mahboob Requires Authentication Unlicensed Licensed Download PDF	13
Chapter 2. Beyond symbolic violence in ELT in France Martine Derivry-Plard and Claire Griffin Requires Authentication Unlicensed Licensed Download PDF	33
Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches Juana M. Liceras, Nelson Méndez and Leonardo Moreno Mancipe Requires Authentication Unlicensed Licensed Download PDF	53
Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse Juan de Dios Martínez Agudo Requires Authentication Unlicensed Licensed Download PDF	75
Chapter 5. Native-Speakerism and the roles of mass media in ELT Masaki Oda Requires Authentication Unlicensed Licensed Download PDF	99
Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations Mikyoung Lee, Paul A. Schutz and Stephen van Vlack Requires Authentication Unlicensed Licensed Download PDF	119
Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era Yasemin Bayyurt Requires Authentication Unlicensed Licensed Download PDF	139
Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context Toshinobu Nagamine Requires Authentication Unlicensed Licensed Download PDF	161
Part III. L2 students’ beliefs and expectations of native and non-native teachers
Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers Luís Guerra Requires Authentication Unlicensed Licensed Download PDF	183
Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers John Levis, Sinem Sonsaat and Stephanie Link Requires Authentication Unlicensed Licensed Download PDF	205
Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education Arthur McNeill Requires Authentication Unlicensed Licensed Download PDF	239
Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education Ali Fuad Selvi and Nathanael Rudolph Requires Authentication Unlicensed Licensed Download PDF	257
Chapter 13. Professional challenges faced by non-native CLIL teachers Wolfgang Zydatiß Requires Authentication Unlicensed Licensed Download PDF	273
Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers Tintswalo Vivian Manyike Requires Authentication Unlicensed Licensed Download PDF	295
Chapter 15. Collaboration between NESTs and NNESTs Luciana C. de Oliveira and Beth Clark-Gareca Requires Authentication Unlicensed Licensed Download PDF	317
Critical Afterword David Malinowski Requires Authentication Unlicensed Licensed Download PDF	337
Notes on contributors Requires Authentication Unlicensed Licensed Download PDF	341
Subject index Requires Authentication Unlicensed Licensed Download PDF	347

(Deutsch)

Language: English
Publisher: De Gruyter Mouton
Audience: TESOL Teachers; Teacher Educators; Policy-makers; Researchers in Applied Linguistics
Pages
- Front matter: 11
- Main content: 349
Keywords: Non-native Teachers; L2 Education; TESOL

eBook

Published: May 8, 2017
ISBN: 9781501504143

Hardcover

Published: May 8, 2017
ISBN: 9781501512117