This book provides guidance on measures that should be considered to protect human lives from terrorist activities involving nuclear, chemical, and biological weapons. It provides a historical summary of the development and use of these weapons, and continues with a detailed discussion of the types of radiation and warfare agents that are available, including methods for dispersing them. The text also analyzes human exposure to radiation or chemical and biological agents, along with treatment methods that are available to treat exposed individuals. The authors provide an exploratory look at emergency preparedness measures that can be enacted to mitigate future emergencies, including training techniques and strategies.
Table of Contents:
Contents: Preface. G. Braine, Introduction. Part I: Who We Are.J. Thomas, Voices From the Periphery: Non-Native Teachers and Issues of Credibility. G. Braine, From the Periphery to the Center: One Teacher's Journey. U.N. Connor, Learning to Write Academic Prose in a Second Language: A Literacy Autobiography. X-M. Li, Writing From the Vantage Point of an Outsider/Insider. C. Kramsch, W.S.E. Lam, Textual Identities: The Importance of Being Non-Native. Part II: Sociopolitical Concerns.A.S. Canagarajah, Interrogating the "Native Speaker Fallacy": Non-Linguistic Roots, Non-Pedagogical Results. N. Amin, Minority Women Teachers of ESL: Negotiating White English. M. Oda, English Only or English Plus? The Language(s) of EFL Organizations. Part III: Implications for Teacher Education.K.K. Samimy, J. Brutt-Griffler, To Be a Native or Non-Native Speaker: Perceptions of "Non-Native" Students in a Graduate TESOL Program. L.D. Kamhi-Stein, Preparing Non-Native Professionals in TESOL: Implications for Teacher Education Programs. J. Liu, From Their Own Perspectives: The Impact of Non-Native ESL Professionals on Their Students. P. Medgyes, Language Training: A Neglected Area in Teacher Education. D. Liu, Training Non-Native TESOL Students: Challenges for TESOL Teacher Education in the West.
About the Author :
Braine, George
Review :
"This book should be required reading for all ESL/EFL teachers, graduate students, and administrators. It exposes the spurious advantages that NSs have over NNSs for what they are--falsely held beliefs. In fact, all TESOL teawcher education programs should re-examine their content and approach to teacher training in light of the suggestions given in this book."
—TESL-EJ
"It is an achievement that the editor took the leadership to organize a TESOL caucus for non-native educators and put this book together. Non-Native Educators in English Language Teaching should be read by everyone in the TESOL profession for further productive discussions and movement in improving the TESOL teaching and learning environment."
—TESL Reporter
"Non-Native Educators in English Language Teaching is highly recommended to everyone, both NSs and NNSs, in the ELT profession."
—Studies in Second Language Acquisition
"If you see the title Non-Native Educators in English Language Teaching and think that the book is only about non-native educators, and intended solely for them, read it, and you will be amazed by its richness and the insights it offers for not only non-native but also native-speaker professionals....As a NNS myself, I find Non-Native Educators in English Language Teaching inspiring, enlightening and edifying."
—English Language Teaching Journal
"... Very forward looking....Addresses an issue that is critical to all people interested in the present and future of English language teaching. As the number of non-native speakers wishing to learn English grows, the question of who is best qualified to teach the subject becomes central. Does a teacher who is a native speaker of English possess an advantage that no amount of work and study by a non-native speaker can match? What myths and misperceptions guide the thinking and attitudes of learners, program administrators, policymakers, and peers, and how can they be debunked? And what kind of English are we talking about, anyway? An assemblage of writings by NNS speakers is a terrific concept. The array and choice lend credibility to the text. Prominence is given to voices that often go unheard. The book has undeniable authority in this respect."
—Esther Iwanaga
Wellesley College
"An extremely valuable attempt to illuminate the existing dichotomy of native speakers versus non-native speakers in the TESOL/ELT profession, with scholarly, educational, linguistic, and sociopolitical implications. This anthology embracing NNS teachers' narratives, research accounts, expository, theoretical, and political essays is a contribution to the field."
—Natasha Lvovich
Kingsborough Community College, City University of New York
