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.
Table of Contents:
Looking at the Perceptions, Challenges, and Contributions... or the Importance of Being a Non-Native Teacher.- Setting up the Stage: Non-Native Teachers in the Twenty-First Century.- A History of Research on Non-Native Speaker English Teachers.- Cultural Studies, Foreign Language Teaching and Learning Practices, and the NNS Practitioner.- NNS Teachers in the Classroom.- Basing Teaching on the L2 User.- Codeswitching in the L2 Classroom: A Communication and Learning Strategy.- Constructing Social Relationships and Linguistic Knowledge through Non-Native-Speaking Teacher Talk.- Non-Native Speaker Teachers and Awareness of Lexical Difficulty in Pedagogical Texts.- Perspectives on NNS Teachers-in-Training.- Non-Native TESOL Students as seen by Practicum Supervisors.- Chinese Graduate Teaching Assistants Teaching Freshman Composition to Native English Speaking Students.- Pragmatic Perspectives on the Preparation of Teachers of English as a Second Language: Putting the NS/NNS Debate in Context.- Students’ Perceptions of NNS Teachers.- Differences in Teaching Behaviour between Native and Non-Native Speaker Teachers: As seen by the Learners.- What do Students Think about the Pros and Cons of Having a Native Speaker Teacher?.- ‘Personality Not Nationality’: Foreign Students’ Perceptions of a Non-Native Speaker Lecturer of English at a British University.- NNS Teachers’ Self-Perceptions.- Mind the Gap: Self and Perceived Native Speaker Identities of EFL Teachers.- Non-Native Speaker Teachers of English and Their Anxieties: Ingredients for an Experiment in Action Research.
Review :
From the reviews: "Llurda and the 17 other contributors to this collection all make significant contributions to a growing area of debate and research. Their efforts will undoubtedly help educators like me reflect and grow, resulting in increased teacher confidence and therefore more effective second and foreign language teaching around the world. a ] this collection is thought provoking and should interest many a ] readers. a ] Non-native Language teachers would be an important and relevant resource a ] ." (Miles Turnbull, The Canadian Modern Language Review, Vol. 62 (4), 2006)
"Enric Llurdaa (TM)s Non-native Language Teachers may become another touchstone for the field. Llurdaa (TM)s goal is to seek a ~a broader understanding of what it means to teach a language that is not the teachera (TM)s L1a (TM) a ] and he succeeds because the research here supplements previous research findings, suggests new directions of study and effectively demonstrates how the scope of NNEST research has recently expanded. a ] a welcome resource for researchers and language teachers looking to make their classrooms more effective." (Brock Brady, International Journal of Multilingualism, Vol. 4 (3), 2007)
"Non-Native Language Teachers a ] is the most recent book that focuses on non-native language teachers. a ]The book adds a valuable contribution to the growing literature on non-native English speaking teachers (NNESTs). a ] The editor and the contributors of the book have done an excellent job presenting the topic. Although people interested in either ESL/EFL education or NS/NNS teachers may use the book, the topics studied are common and appealing to all language learners in general."(Burcu Ates, The Linguist List, February, 2008)
From the reviews:
"Llurda and the 17 other contributors to this collection all make significant contributions to a growing area of debate and research. Their efforts will undoubtedly help educators like me reflect and grow, resulting in increased teacher confidence and therefore more effective second and foreign language teaching around the world. ??? this collection is thought provoking and should interest many ??? readers. ??? Non-native Language teachers would be an important and relevant resource ??? ." (Miles Turnbull, The Canadian Modern Language Review, Vol. 62 (4), 2006)
