Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
3. References
Bailey, K. M. (2001). Teacher preparation and development. TESOL Quarterly, 35(4), 609–611.
Ballard, B. (1996). Through language to learning: Preparing overseas students for study in Western universities. In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press. 148–168.
Braine, G. (Ed.) (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Cheung, Y.L. (2002). The attitude of university students in Hong Kong towards native and non-native teachers of English. Unpublished M. Phil. thesis. The Chinese University of Hong Kong, Hong Kong.
Cook, V.J. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7(2), 103–117.
Cook, V.J. (Ed.) (2002). Portraits of the L2 user. Clevedon: Multilingual Matters.
Cortazzi, M. & Jin, L. (1996). Cultures of learning: Language classrooms in China. In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press. 169–206.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Holliday, A. (1996). Large-and small-class cultures in Egyptian university classrooms. A cultural justification for curriculum change. In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press. 86–104.
INRA (2001). Eurobarometer 54 special: Europeans and languages. A report produced for The Education and Culture Directorate-General.
Lasagabaster, D. & Sierra, J.M. (2002). University students’ perceptions of native and non-native speaker teachers of English. Language Awareness, 11(2), 132–142.
Liang, K. (2002). English as a second language (ESL) students’ attitudes towards non-native English-speaking teachers’ accentedness. Unpublished M.A. thesis. California State University, Los Angeles, CA.
Liu, J. (1999). Non-native-English-speaking professionals in TESOL. TESOL Quarterly, 33(1), 85–102.
Llurda, E. & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness, 12(3&4), 220–233.
Medgyes, P. (1994). The non-native teacher. London: Macmillan. (1999) 2nd edition. Ismaning: Max Hueber Verlag.
Moussu, L. (2002). English as a second language: Students’ reactions to non-native English speaking teachers. Unpublished M.A. thesis. Brigham Young University, Utah.
Phillipson, R. & Skutnabb-Kangas, T. (1999). Englishisation: One dimension of globalisation. AILA Review, 13, 19–36.
Reves, T. & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self-image: An international survey. System, 22(3), 353–367.
Seidlhofer, B. (2000). Mind the gap: English as a mother tongue vs. English as a lingua franca. Views (Vienna English Working Papers), 9(1), 51–68.
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Llurda, E. (2005). Looking at the Perceptions, Challenges, and Contributions... or the Importance of Being a Non-Native Teacher. In: Llurda, E. (eds) Non-Native Language Teachers. Educational Linguistics, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24565-0_1
Download citation
DOI: https://doi.org/10.1007/0-387-24565-0_1
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-24566-9
Online ISBN: 978-0-387-24565-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)