Non-Native Language Teachers : Perceptions, Challenges, and Contributions to the Profession /
edited by Enric Llurda.
- New York : Springer, 2005.
- xii, 314 p. ; ill. : 24 cm.
- Educational Linguistics .
Available as ebook.
Vo. 5 in the Educational Linguistics Series.
Includes bibliographical references and index.
"Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.
As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers." (Book Cover) TABLE OF CONTENTS: Contributing Authors Acknowledgements Chapter 1. Looking at the perceptions, challenges, and contributions... or the importance of being a non-native teacher Enric Llurda PART I. SETTING UP THE STAGE: NON-NATIVE TEACHERS IN THE TWENTY-FIRST CENTURY Chapter 2. A history of research on non-native speaker English teachers Chapter 3. Cultural studies, foreign language teaching and learning practices, and the NNS practitioner George Braine Marko Modiano PART II: NNS TEACHERS IN THE CLASSROOM Chapter 4. Basing teaching on the L2 user Chapter 5. Codeswitching in the L2 classroom: a communication and learning strategy Chapter 6. Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk Chapter 7. Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts Vivian Cook Ernesto Macaro Josep M. Cots, Josep M. Diaz Arthur McNeill PART III: PERSPECTIVES ON NNS TEACHERS-IN-TRAINING Chapter 8. Non-native TESOL students as seen by practicum supervisors Chapter 9. Chinese graduate teaching assistants teaching freshman composition to native English speaking students Chapter 10. Pragmatic perspectives on the preparation of teachers of English as a second language: putting the NS/NNS debate in context Enric Llurda Jun Liu Tracey M. Derwing, Murray J. Munro PART IV: STUDENTS' PERCEPTIONS OF NNS TEACHERS Chapter 11. Differences in teaching behaviour between native and non-native speaker teachers: as seen by the learners Chapter 12. What do students think about the pros and cons of having a native speaker teacher? Chapter 13. 'Personality not nationality': foreign students' perceptions of a non-native speaker lecturer of English at a British university Eszter Benke, Peter Medgyes David Lasagabaster, Juan M. Sierra Dorota Pacek PART V: NNS TEACHERS' SELF-PERCEPTIONS Chapter 14. Mind the gap: self and perceived native speaker identities of EFL teachers Chapter 15. Non-native speaker teachers of English and their anxieties: ingredients for an experiment in action research Index Ofra Inbar-Lourie Kanavillil Rajagopalan
038732822x (pbk)
2005043069
Language and languages--Study and teaching. Language teachers.