Native and Non-Native Teachers in English Language Classrooms : : Professional Challenges and Teacher Education / / ed. by Juan de Dios Martinez Agudo.

• Superior document: Title is part of eBook package: De Gruyter DG Plus DeG Package 2017 Part 1
• MitwirkendeR: Agudo, Juan de Dios Martínez,; Bayyurt, Yasemin,; Clark-Gareca, Beth,; Derivry-Plard, Martine,; Griffin, Claire,; Guerra, Luís,; Lee, Mikyoung,; Levis, John,; Liceras, Juana M.,; Link, Stephanie,; Mahboob, Ahmar,; Malinowski, David,; Mancipe, Leonardo Moreno,; Manyike, Tintswalo Vivian,; McNeill, Arthur,; Medgyes, Péter,; Méndez, Nelson,; Nagamine, Toshinobu,; Oda, Masaki,; Oliveira, Luciana C. de,; Rudolph, Nathanael,; Schutz, Paul A.,; Selvi, Ali Fuad,; Sonsaat, Sinem,; Vlack, Stephen van,; Zydatiß, Wolfgang,
• HerausgeberIn: Martinez Agudo, Juan de Dios,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2017]; ©2017
• Year of Publication: 2017
• Language: English
• Series: Trends in Applied Linguistics [TAL] , 26
• Physical Description: 1 online resource (XI, 349 p.)
• Other title: Frontmatter --; Table of contents --; Foreword --; Introduction --; 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 --; Chapter 2. Beyond symbolic violence in ELT in France --; Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches --; Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse --; Chapter 5. Native-Speakerism and the roles of mass media in ELT --; 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 --; Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era --; Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context --; 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 --; Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers --; Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education --; 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 --; Chapter 13. Professional challenges faced by non-native CLIL teachers --; Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers --; Chapter 15. Collaboration between NESTs and NNESTs --; Critical Afterword --; Notes on contributors --; Subject index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781501504143; 9783110762495; 9783110719543; 9783110742978; 9783110540550; 9783110625264; 9783110547887
• ISSN: 1868-6362
• DOI: 10.1515/9781501504143
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Juan de Dios Martinez Agudo.

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.