Native and non-native teachers in English language classrooms : professional challenges and teacher education /

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The series Trends in Applied Linguistics meets the challenges of the rapidly growing field of applied linguistics. In a very broad sense, applied linguistics is understoodby focusing on the application of theoretical linguistics to current problems arising in different contexts of human society. Giv...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Martínez Agudo, Juan de Dios (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Berlin : De Gruyter, 2017.
Colección:Trends in applied linguistics ; volume 26.
Temas:
Language and languages > Study and teaching.
Second language acquisition.
Langage et langues > Étude et enseignement.
Langue seconde > Acquisition.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Language and languages > Study and teaching
Second language acquisition
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.

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