Native and Non-Native Teachers in English Language Classrooms : : Professional Challenges and Teacher Education / / 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 lang...
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Place / Publishing House: | Berlin ;, Boston : : De Gruyter Mouton, , [2017] ©2017 |
Year of Publication: | 2017 |
Language: | English |
Series: | Trends in Applied Linguistics [TAL] ,
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Physical Description: | 1 online resource (XI, 349 p.) |
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Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / ed. by Juan de Dios Martinez Agudo. Berlin ; Boston : De Gruyter Mouton, [2017] ©2017 1 online resource (XI, 349 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Trends in Applied Linguistics [TAL] , 1868-6362 ; 26 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 restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star 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. Issued also in print. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023) Education, Bilingual. English language Study and teaching Foreign speakers. English teachers Training of. Language and languages Study and teaching (Higher). Second language acquisition. LANGUAGE ARTS & DISCIPLINES / Linguistics / General. bisacsh L2 Education. Non-native Teachers. TESOL. Agudo, Juan de Dios Martínez, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bayyurt, Yasemin, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Clark-Gareca, Beth, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Derivry-Plard, Martine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Griffin, Claire, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Guerra, Luís, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Lee, Mikyoung, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Levis, John, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Liceras, Juana M., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Link, Stephanie, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mahboob, Ahmar, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Malinowski, David, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mancipe, Leonardo Moreno, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Manyike, Tintswalo Vivian, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Martinez Agudo, Juan de Dios, editor. edt http://id.loc.gov/vocabulary/relators/edt McNeill, Arthur, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Medgyes, Péter, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Méndez, Nelson, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Nagamine, Toshinobu, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Oda, Masaki, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Oliveira, Luciana C. de, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rudolph, Nathanael, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Schutz, Paul A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Selvi, Ali Fuad, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Sonsaat, Sinem, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Vlack, Stephen van, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Zydatiß, Wolfgang, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter DG Plus DeG Package 2017 Part 1 9783110762495 Title is part of eBook package: De Gruyter DG Plus eBook-Package 2017 9783110719543 Title is part of eBook package: De Gruyter De Gruyter Mouton Contemporary 2016-2019 9783110742978 Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2017 9783110540550 ZDB-23-DGG Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE ENGLISH 2017 9783110625264 Title is part of eBook package: De Gruyter EBOOK PACKAGE Linguistics 2017 9783110547887 ZDB-23-DSP EPUB 9781501504112 print 9781501512117 https://doi.org/10.1515/9781501504143 https://www.degruyter.com/isbn/9781501504143 Cover https://www.degruyter.com/document/cover/isbn/9781501504143/original |
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Agudo, Juan de Dios Martínez, Agudo, Juan de Dios Martínez, Bayyurt, Yasemin, Bayyurt, Yasemin, Clark-Gareca, Beth, Clark-Gareca, Beth, Derivry-Plard, Martine, Derivry-Plard, Martine, Griffin, Claire, Griffin, Claire, Guerra, Luís, Guerra, Luís, Lee, Mikyoung, Lee, Mikyoung, Levis, John, Levis, John, Liceras, Juana M., Liceras, Juana M., Link, Stephanie, Link, Stephanie, Mahboob, Ahmar, Mahboob, Ahmar, Malinowski, David, Malinowski, David, Mancipe, Leonardo Moreno, Mancipe, Leonardo Moreno, Manyike, Tintswalo Vivian, Manyike, Tintswalo Vivian, Martinez Agudo, Juan de Dios, Martinez Agudo, Juan de Dios, McNeill, Arthur, McNeill, Arthur, Medgyes, Péter, Medgyes, Péter, Méndez, Nelson, Méndez, Nelson, Nagamine, Toshinobu, Nagamine, Toshinobu, Oda, Masaki, Oda, Masaki, Oliveira, Luciana C. de, Oliveira, Luciana C. de, Rudolph, Nathanael, Rudolph, Nathanael, Schutz, Paul A., Schutz, Paul A., Selvi, Ali Fuad, Selvi, Ali Fuad, Sonsaat, Sinem, Sonsaat, Sinem, Vlack, Stephen van, Vlack, Stephen van, Zydatiß, Wolfgang, Zydatiß, Wolfgang, |
author_facet |
Agudo, Juan de Dios Martínez, Agudo, Juan de Dios Martínez, Bayyurt, Yasemin, Bayyurt, Yasemin, Clark-Gareca, Beth, Clark-Gareca, Beth, Derivry-Plard, Martine, Derivry-Plard, Martine, Griffin, Claire, Griffin, Claire, Guerra, Luís, Guerra, Luís, Lee, Mikyoung, Lee, Mikyoung, Levis, John, Levis, John, Liceras, Juana M., Liceras, Juana M., Link, Stephanie, Link, Stephanie, Mahboob, Ahmar, Mahboob, Ahmar, Malinowski, David, Malinowski, David, Mancipe, Leonardo Moreno, Mancipe, Leonardo Moreno, Manyike, Tintswalo Vivian, Manyike, Tintswalo Vivian, Martinez Agudo, Juan de Dios, Martinez Agudo, Juan de Dios, McNeill, Arthur, McNeill, Arthur, Medgyes, Péter, Medgyes, Péter, Méndez, Nelson, Méndez, Nelson, Nagamine, Toshinobu, Nagamine, Toshinobu, Oda, Masaki, Oda, Masaki, Oliveira, Luciana C. de, Oliveira, Luciana C. de, Rudolph, Nathanael, Rudolph, Nathanael, Schutz, Paul A., Schutz, Paul A., Selvi, Ali Fuad, Selvi, Ali Fuad, Sonsaat, Sinem, Sonsaat, Sinem, Vlack, Stephen van, Vlack, Stephen van, Zydatiß, Wolfgang, Zydatiß, Wolfgang, |
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author_sort |
Agudo, Juan de Dios Martínez, |
title |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / |
spellingShingle |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / Trends in Applied Linguistics [TAL] , 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 |
title_sub |
Professional Challenges and Teacher Education / |
title_full |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / ed. by Juan de Dios Martinez Agudo. |
title_fullStr |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / ed. by Juan de Dios Martinez Agudo. |
title_full_unstemmed |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / ed. by Juan de Dios Martinez Agudo. |
title_auth |
Native and Non-Native Teachers in English Language Classrooms : Professional Challenges and Teacher Education / |
title_alt |
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 |
title_new |
Native and Non-Native Teachers in English Language Classrooms : |
title_sort |
native and non-native teachers in english language classrooms : professional challenges and teacher education / |
series |
Trends in Applied Linguistics [TAL] , |
series2 |
Trends in Applied Linguistics [TAL] , |
publisher |
De Gruyter Mouton, |
publishDate |
2017 |
physical |
1 online resource (XI, 349 p.) Issued also in print. |
contents |
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 |
isbn |
9781501504143 9783110762495 9783110719543 9783110742978 9783110540550 9783110625264 9783110547887 9781501504112 9781501512117 |
issn |
1868-6362 ; |
callnumber-first |
P - Language and Literature |
callnumber-subject |
PE - English Languages |
callnumber-label |
PE1128 |
callnumber-sort |
PE 41128 A2 N3715 42017 |
url |
https://doi.org/10.1515/9781501504143 https://www.degruyter.com/isbn/9781501504143 https://www.degruyter.com/document/cover/isbn/9781501504143/original |
illustrated |
Not Illustrated |
dewey-hundreds |
400 - Language |
dewey-tens |
400 - Language |
dewey-ones |
401 - Philosophy & theory |
dewey-full |
401.93 |
dewey-sort |
3401.93 |
dewey-raw |
401.93 |
dewey-search |
401.93 |
doi_str_mv |
10.1515/9781501504143 |
oclc_num |
987105886 |
work_keys_str_mv |
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Overall issues and perspectives on (non) nativeness in second language teaching -- </subfield><subfield code="t">Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs -- </subfield><subfield code="t">Chapter 2. Beyond symbolic violence in ELT in France -- </subfield><subfield code="t">Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches -- </subfield><subfield code="t">Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse -- </subfield><subfield code="t">Chapter 5. Native-Speakerism and the roles of mass media in ELT -- </subfield><subfield code="t">Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education -- </subfield><subfield code="t">Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations -- </subfield><subfield code="t">Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era -- </subfield><subfield code="t">Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context -- </subfield><subfield code="t">Part III. L2 students’ beliefs and expectations of native and non-native teachers -- </subfield><subfield code="t">Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers -- </subfield><subfield code="t">Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers -- </subfield><subfield code="t">Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education -- </subfield><subfield code="t">Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers -- </subfield><subfield code="t">Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education -- </subfield><subfield code="t">Chapter 13. Professional challenges faced by non-native CLIL teachers -- </subfield><subfield code="t">Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers -- </subfield><subfield code="t">Chapter 15. Collaboration between NESTs and NNESTs -- </subfield><subfield code="t">Critical Afterword -- </subfield><subfield code="t">Notes on contributors -- </subfield><subfield code="t">Subject index</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="530" ind1=" " ind2=" "><subfield code="a">Issued also in print.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Education, Bilingual.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">English language</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Foreign speakers.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">English teachers</subfield><subfield code="x">Training of.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching (Higher).</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Second language acquisition.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES / Linguistics / General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">L2 Education.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Non-native Teachers.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">TESOL.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Agudo, Juan de Dios Martínez, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bayyurt, Yasemin, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Clark-Gareca, Beth, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Derivry-Plard, Martine, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Griffin, Claire, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Guerra, Luís, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lee, Mikyoung, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Levis, John, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Liceras, Juana M., </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Link, Stephanie, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Mahboob, Ahmar, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Malinowski, David, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Mancipe, Leonardo Moreno, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Manyike, Tintswalo Vivian, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Martinez Agudo, Juan de Dios, </subfield><subfield code="e">editor.</subfield><subfield code="4">edt</subfield><subfield code="4">http://id.loc.gov/vocabulary/relators/edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">McNeill, Arthur, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Medgyes, Péter, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Méndez, Nelson, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Nagamine, Toshinobu, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Oda, Masaki, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Oliveira, Luciana C. de, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Rudolph, Nathanael, </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Schutz, Paul A., </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield 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