Hostname: page-component-76fb5796d-5g6vh Total loading time: 0 Render date: 2024-04-25T09:11:39.195Z Has data issue: false hasContentIssue false
  • English
  • Français

Non-native English-speaking English language teachers: History and research

Published online by Cambridge University Press:  01 July 2008

Lucie Moussu  and
Enric Llurda
Lucie Moussu
Affiliation:
Ryerson University, Canadamoussu@ryerson.ca
Enric Llurda
Affiliation:
Universitat de Lleida, Spainellurda@dal.udl.cat
Get access Rights & Permissions [Opens in a new window]

Abstract

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 41 , Issue 3 , July 2008 , pp. 315 - 348
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly 31, 580–583.CrossRefGoogle Scholar
Amin, N. (2004). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. In Kamhi-Stein, (ed.), 61–90.Google Scholar
Árva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. System 28, 355–372.CrossRefGoogle Scholar
Astor, A. (2000). A qualified nonnative English-speaking teacher is second to none in the field. TESOL Matters 10.2, 18–19.Google Scholar
Bailey, K. M. (2001). Teacher preparation and development. TESOL Quarterly 35.4, 609–611.CrossRefGoogle Scholar
Barratt, L. & Kontra, E. (2000). Native English-speaking teachers in cultures other than their own. TESOL Journal 9.3, 19–23.CrossRefGoogle Scholar
Bayyurt, Y. (2006). Non-native English language teachers' perspective on culture in English as a Foreign Language classroom. Teacher Development 10.2, 233–247.CrossRefGoogle Scholar
Benke, E. & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In Llurda, (ed.), 195–216.CrossRefGoogle Scholar
Bentahila, A. & Davies, E. (1989). Culture and language use: A problem for foreign language teaching. International Review of Applied Linguistics 17.2, 99–112.Google Scholar
Berns, M., de Bot, K. & Hasebrink, U. (eds.) (2007). In the presence of English: Media and European youth. New York: Springer.CrossRefGoogle Scholar
Berry, R. (1990). The role of language improvement in teacher training: Killing two birds with one stone. System 18.1, 97–105.CrossRefGoogle Scholar
Block, D. & Camedon, D. (eds.) (2002). Globalization and language teaching. London: Routledge.CrossRefGoogle Scholar
Brady, B. & Gulikers, G. (2004). Enhancing the MA in TESOL practicum course for nonnative English-speaking student teachers. In Kamhi-Stein, (ed.), 206–229.Google Scholar
Braine, G. (1998). Nonnative speakers and invisible barriers in ELT. TESOL Matters 2.2, 14.Google Scholar
Braine, G. (ed.) (1999). Nonnative educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Braine, G. (2004). The nonnative English-speaking professionals' movement and its research foundations. In Kamhi-Stein, (ed.), 9–24.Google Scholar
Braine, G. (ed.) (2005). Teaching English to the world: History, curriculum, and practice. Mahwah, NJ: Laurence Erlbaum.Google Scholar
Brinton, D. (2004). Nonnative English-speaking student teachers: Insights from dialogue journals. In Kamhi-Stein, (ed.), 190–205.Google Scholar
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry 18.1, 1–21.CrossRefGoogle Scholar
Brutt-Griffler, J. & Samimy, K. (1999). Revisiting the colonial in the postcolonial: Critical praxis for nonnative English-speaking teachers in a TESOL program. TESOL Quarterly 33.3, 413–432.CrossRefGoogle Scholar
Brutt-Griffler, J. & Samimy, K. (2001). Transcending the nativeness paradigm. World Englishes 20.1, 99–106.CrossRefGoogle Scholar
Butler, Y. (2007). Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal 29.1, 7–39.CrossRefGoogle Scholar
Butler, Y. (2007). How are nonnative-English-speaking teachers perceived by young learners? TESOL Quarterly 41, 731–755.CrossRefGoogle Scholar
Callahan, L. (2006). Student perceptions of native and non-native speaker language instructors: A comparison of ESL and Spanish. Sintagma 18, 19–49.Google Scholar
Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In Braine, (ed.), 77–92.Google Scholar
Canagarajah, A. S. (ed.) (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Cheung, Y. L. (2002). The attitude of university students in Hong Kong towards native and nonnative teachers of English. Master's thesis, The Chinese University of Hong Kong.Google Scholar
Cheung, Y. L. & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal 38.3, 257–277.Google Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar
Christison, M. A. & Stoller, F. L. (eds.) (1997). A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers.Google Scholar
Clark, E. & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System 35.4, 407–430.CrossRefGoogle Scholar
Connor, U. (1999). Learning to write academic prose in a second language: A literacy autobiography. In Braine, (ed.), 29–42.Google Scholar
Cook, V. (2005). Basing teaching on the L2 user>. In Llurda, (ed.), 47–61..+In+Llurda,+(ed.),+47–61.>Google Scholar
Coppieters, R. (1987). Competence difference between native and near-native speakers. Language 63, 544–573.CrossRefGoogle Scholar
Cots, J. M. & Díaz, J. M. (2005). Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk. In Llurda, (ed.), 85–105.CrossRefGoogle Scholar
Cots, J. M., Llurda, E. & Irún, M. (2008). Perspectivas de investigación en torno a la ideología lingüística del profesorado de lenguas de secundaria [Research perspectives on secondary school language teachers' linguistic ideology]. In Camps, A. & Milian, M. (eds.), Miradas y voces: Investigación sobre la educatión lingüística y literaria en entornos plurilingües [Looks and voices: research on linguistic and literary education in multilingual contexts]. Barcelona: Graó.Google Scholar
Crystal, D. (2002). English in the New World. Babylonia 1.02, 16–17.Google Scholar
Crystal, D. (2003). English as a global language (2nd edn.). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal 84.2, 162–172.CrossRefGoogle Scholar
Dalton-Puffer, C., Kaltenboeck, G. & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes 16.1, 115–128.CrossRefGoogle Scholar
Davies, A. (1991). The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.Google Scholar
Davies, A. (2003). The native speaker of World Englishes. Journal of Pan-Pacific Association of Applied Linguistics 6.1, 43–60.Google Scholar
de Oliveira, L. & Richardson, S. (2001). Collaboration between native and nonnative English-speaking educators. CATESOL Journal 13.1, 123–134.Google Scholar
de Oliveira, L. & Richardson, S. (2004). Collaboration between native and nonnative English-speaking educators. In Kamhi-Stein, (ed.), 294–306.Google Scholar
Derwing, T. M. & Munro, M. J. (2005). Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context. In Llurda, (ed.), 179–192.CrossRefGoogle Scholar
Dogancay-Aktuna, S. (forthcoming). Non-native English speaking TESOL teacher educators: A profile from Turkey. In Dogancay-Aktuna, & Hardman, (eds.).Google Scholar
Dogancay-Aktuna, S. & Hardman, J. (eds.) (forthcoming). Global English teaching and teacher education: Praxis and possibility. Alexandria, VA: TESOL Publications.Google Scholar
Dörnyei, Z. (2003). Questionnaires in second language research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Dürmüller, U. (2003). The internationalization of English and its effects on the ESL/EL2 curriculum. <http://www.kl.unibe.ch/kl/llbs1/Englisch/internationalisation.htm>..>Google Scholar
Edge, J. (1988). Natives, speakers, and models. Japan Association of Language Teachers Journal 9.2, 153–157.Google Scholar
Eguiguren, A. (2000). Expanding TESOL programs to include a World Englishes perspective. Australian Language Matters 8.3, 3–4.Google Scholar
Ellis, E. (2002). Teaching from experience: A new perspective on the non-native teacher in adult ESL. Australian Review of Applied Linguistics 25.1, 71–107.CrossRefGoogle Scholar
Ellis, E. (2004). The invisible multilingual teacher: The contribution of language background to Australian ESL teachers' professional knowledge and beliefs. The International Journal of Multilingualism 1.2, 90–108.CrossRefGoogle Scholar
Ellis, E. (2006). Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ 10.1, A–3.Google Scholar
England, L. & Roberts, C. (1989). A survey of foreign students and MA-TESOL programs. Presented at the Teachers of English to Speakers of Other Languages Conference, San Antonio, TX. (ERIC Document Reproduction Service No. 306 754.)Google Scholar
Faez, F. (2007). Preparing diverse teachers for diverse students: Perceptions of linguistic identity, experiences and teaching responsibilities in a Canadian teacher education program. Ph.D. dissertation, University of Toronto.Google Scholar
Fledge, J., Munro, M. & Mackay, I. (1995). Factors affecting strength of perceived foreign accent in second language. Journal of the Acoustic Society of America 97.5, 3125–3134.CrossRefGoogle Scholar
Flynn, K. & Gulikers, G. (2001). Issues in hiring nonnative English-speaking professionals to teach English as a Second Language. CATESOL Journal 13.1, 151–161.Google Scholar
Gebhard, J. G. & Nagamine, T. (2005). A mutual learning experience: Collaborative journaling between a nonnative-speaker intern and native-speaker cooperating-teacher. Asian EFL Journal 7.2, 1–18.Google Scholar
Giauque, G. (1984). Purism versus pragmatism in foreign language teaching and acquisition. Ms., University of Northern Arizona. (ERIC Document Reproduction Service No. 247 747.)Google Scholar
Gnutzmann, C. & Intemann, F. (eds.) (2005). The globalization of English and the English language classroom. Tübingen: Narr.Google Scholar
Golombek, P. & Jordan, S. R. (2005). Becoming ‘lack lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly 39.3, 513–533.CrossRefGoogle Scholar
Govardhan, A. K., Nayar, P. B. & Sheorey, R. (1999). Do U.S. MATESOL programs prepare students to teach abroad? TESOL Quarterly 33.1, 114–125.CrossRefGoogle Scholar
Graddol, D. (1999). The decline of the native speaker. In Graddol, D. & Meinhof, U. (eds.), English in a changing world (AILA Review 13). United Kingdom: Oxford University Press, 57–68.Google Scholar
Graddol, D. (2006). English next. <http://www.britishcouncil.de/pdf/english-next-2006.pdf>..>Google Scholar
Greis, N. (1984). Toward a better preparation of the nonnative ESOL teacher. In On TESOL ‘84: Selected papers from the 18th Annual Convention of Teachers of English to Speakers of Other Languages. Washington, DC: TESOL, 317–324.Google Scholar
Higgins, C. (2003). ‘Ownership’ of English in the Outer Circle: An alternative to the NS–NNS dichotomy. TESOL Quarterly 37.4, 615–644.CrossRefGoogle Scholar
Holliday, A. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.Google Scholar
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching 41.1, 121–132.CrossRefGoogle Scholar
Hyrkstedt, I. & Kalaja, P. (1998). Attitudes toward English and its function in Finland: A discourse-analytic study. World Englishes 17.3, 345–357.CrossRefGoogle Scholar
Inbar-Lourie, O. (2001). Native and nonnative English teachers: Investigation of the construct and perceptions. Ph.D. dissertation, Tel Aviv University.Google Scholar
Inbar-Lourie, O. (2005). Mind the gap: Self and perceived native speaker identities of ELF teachers. In Llurda, (ed.), 265–282.CrossRefGoogle Scholar
Jenkins, J. (2000). The phonology of English as an International Language. Oxford: Oxford University Press.Google Scholar
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press.Google Scholar
Kachi, R. & Lee, C. (2001). A tandem of native and non-native teachers: Voices from Japanese and American teachers in the EFL classroom in Japan. Presented at the Second International Conference on Language Teacher Education, Minneapolis, MN.Google Scholar
Kachru, B. (1976). Models of English for the third world: White man's linguistic burden or language pragmatic? TESOL Quarterly 10, 221–239.CrossRefGoogle Scholar
Kachru, B. (1981). Models for non-native Englishes. In Kachru, B. (ed.), The other tongue: English across cultures. Chicago: University of Illinois Press, 31–57.Google Scholar
Kachru, B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford: Pergamon Press.Google Scholar
Kachru, B. (ed.) (1992). The other tongue: English across cultures (2nd edn.). Chicago, IL: University of Illinois Press.Google Scholar
Kamhi-Stein, L. (1999). Preparing non-native professionals in TESOL: Implications for teacher education programs. In Braine, (ed.), 145–158.Google Scholar
Kamhi-Stein, L. (2000). Adapting U.S.-based TESOL teacher education to meet the needs of nonnative English speakers. TESOL Journal 9.3, 10–14.CrossRefGoogle Scholar
Kamhi-Stein, L. (ed.) (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar
Kamhi-Stein, L., Aagard, A., Ching, A., Paik, M.-S. A. & Sasser, L. (2004). Teaching in kindergarten through grade 12 programs: Perceptions of native and nonnative English-speaking practitioners. In Kamhi-Stein, (ed.), 81–99.Google Scholar
Kelch, K. & Santana-Williamson, E. (2002). ESL students' attitudes toward native- and nonnative-speaking instructors' accents. CATESOL Journal 14.1, 57–72.Google Scholar
Kim, T. (2007). The interrelations among accentedness, comprehensibility, intelligibility, and interpretability of nonnative English-speaking teachers from the perspectives of English as a Second Language students. Master's thesis, California State University, Los Angeles.Google Scholar
Kramsch, C. (1997). The privilege of the non-native speaker. PMLA 3, 359–369.Google Scholar
Kresovich, B. M. (1988). Error gravity: Perceptions of native-speaking and non-native speaking faculty in EFL. (ERIC Document Reproduction Service No. 311 732.)Google Scholar
Lasagabaster, D. & Sierra, J. M. (2002). University students' perceptions of native and non-native speaker teachers of English. Language Awareness 11.2, 132–142.CrossRefGoogle Scholar
Lasagabaster, D. & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In Llurda, (ed.), 217–242.Google Scholar
Lee, I. (2000). Can a nonnative English speaker be a good English teacher? TESOL Matters 10.1, 19.Google Scholar
Lee, I. (2004). Preparing nonnative English speakers for EFL teaching in Hong Kong. In Kamhi-Stein, (ed.), 230–250.Google Scholar
Liang, K. (2002). English as a second language (ESL) students' attitudes towards nonnative English-speaking teachers' accentedness. MA thesis, California State University, Los Angeles.Google Scholar
Lin, A., Wang, W., Akamatsu, N. & Riazi, M. (2005). International TESOL professionals and teaching English for glocalized communication (TEGLOM). In Canagarajah, (ed.), 197–224.Google Scholar
Lippi-Green, R. (1997). English with an accent. New York: Routledge.Google Scholar
Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the West. In Braine, (ed.), 197–210.Google Scholar
Liu, J. (1999a). From their own perspectives: The impact of non-native ESL professionals on their students. In Braine, (ed.), 159–176.Google Scholar
Liu, J. (1999b). Nonnative English-speaking professionals in TESOL. TESOL Quarterly 33.1, 85–102.CrossRefGoogle Scholar
Liu, J. (2004). Co-constructing academic discourse from the periphery: Chinese applied linguists' centripetal participation in scholarly publication. Asian Journal of English Language Teaching 14, 1–22.Google Scholar
Liu, J. (2005). Chinese graduate teaching assistants teaching freshman composition to native English-speaking students. In Llurda, (ed.), 155–177.CrossRefGoogle Scholar
Llurda, E. (2003). The professional skills and beliefs of non-native speakers in English language teaching. Ph.D. dissertation, Universitat de Lleida.Google Scholar
Llurda, E. (2004). Non-native-speaker teachers and English as an International Language. International Journal of Applied Linguistics 14.3, 314–323.CrossRefGoogle Scholar
Llurda, E. (ed.) (2005a). Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York: Springer.CrossRefGoogle Scholar
Llurda, E. (2005b). Non-native TESOL students as seen by practicum supervisors. In Llurda, (ed.), 131–154.CrossRefGoogle Scholar
Llurda, E. (forthcoming). The effects of stays abroad on self-perceptions of non-native EFL teachers. In Dogancay-Aktuna, & Hardman, (eds.).Google Scholar
Llurda, E. & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary school teachers. Language Awareness 13, 220–235.CrossRefGoogle Scholar
Mahboob, A. (2003). Status of nonnative English-speaking teachers in the United States. Ph.D. dissertation, Indiana University, Bloomington.Google Scholar
Mahboob, A. (2004). Native or non-native? What do students enrolled in an Intensive English Program think? In Kamhi-Stein, (ed.), 121–148.Google Scholar
Mahboob, A., Uhrig, K., Newman, K. & Hartford, B. S. (2004). Children of a lesser English: Status of nonnative English speakers as college-level English as a Second Language teachers in the United States. In Kamhi-Stein, (ed.), 100–120.Google Scholar
Matsuda, A. & Matsuda, P. K. (2001). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. CATESOL Journal 13.1, 109–121.Google Scholar
Matsuda, A. & Matsuda, P. K. (2004). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. In Kamhi-Stein, (ed.), 176–189.Google Scholar
Matsuda, P. K. (1997). You can have your cake and eat it, too: A model of NS/NNS Teacher collaboration. TESOLIN 16.1, 12–13.Google Scholar
Maum, R. (2003). A comparison of native and nonnative English-speaking teachers' beliefs about teaching English as a second language to adult English language learners. Ph.D. dissertation, University of Louisville.Google Scholar
McKay, S. L. (2003). Towards an appropriate EIL pedagogy. International Journal of Applied Linguistics 13.1, 1–22.CrossRefGoogle Scholar
McNeill, A. (2005). Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts. In Llurda, (ed.), 107–128.CrossRefGoogle Scholar
Medgyes, P. (1983). The schizophrenic teacher. ELT Journal 37.1, 2–6.CrossRefGoogle Scholar
Medgyes, P. (1986). Queries from a communicative teacher. ELT Journal 40.2, 107–112.CrossRefGoogle Scholar
Medgyes, P. (1992). Native or non-native: Who's worth more? ELT Journal 46.4, 340–349.CrossRefGoogle Scholar
Medgyes, P. (1994). The non-native teacher. London: Macmillan.Google Scholar
Medgyes, P. (1999). Language training: A neglected area in teacher education. In Braine, (ed.), 177–196.Google Scholar
Mesthrie, R. (2006). World Englishes and the multilingual history of English. World Englishes 25.3/4, 381–390.CrossRefGoogle Scholar
Modiano, M. (1999). International English in the global village. English Today 15.2, 22–28.CrossRefGoogle Scholar
Modiano, M. (2005). Cultural studies, foreign language teaching and learning practices, and the NNS practitioner. In Llurda, (ed.), 25–43.CrossRefGoogle Scholar
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly 38.4, 573–603.CrossRefGoogle Scholar
Moussu, L. (2002). English as a second language students' reactions to nonnative English-speaking teachers. Master's thesis, Brigham Young University, Provo. (ERIC Document Reproduction Service No. ED 468 879.)Google Scholar
Moussu, L. (2006). Native and non-native English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices. Ph.D. dissertation, Purdue University. (ERIC Document Reproduction Service No. ED 492 599.)Google Scholar
Moussu, L. & Braine, G. (2006). The attitudes of ESL students towards nonnative English language teachers. TESOL Reporter 39.1, 33–47.Google Scholar
Mufwene, S. (1998). Native speaker, proficient speaker and norms. In Singh, R. (ed.), The native speaker: Multilingual perspectives. New Delhi: Sage, 111–123.Google Scholar
Munro, M. J. & Derwing, T. M. (1994). Evaluation of foreign accent in extemporaneous and read material. Language Testing 11.3, 253–266.CrossRefGoogle Scholar
Munro, M. J. & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning 45.1, 73–97.CrossRefGoogle Scholar
Murray, H. & Dingwall, S. (1997). English for scientific communication at Swiss universities: God helps those who help themselves. Babylonia 4, 54–59.Google Scholar
Nayar, P. B. (1994). Whose English is it? TESL-EJ 1.1, F-1.Google Scholar
Nelson, C. (1992). Intelligibility and world Englishes in the classroom. World Englishes 14.2, 273–279.CrossRefGoogle Scholar
Nemtchinova, E. (2005). Host teachers' evaluations of nonnative-English-speaking teacher trainees – A perspective from the classroom. TESOL Quarterly 39.2, 235–262.CrossRefGoogle Scholar
Nickel, G. (1985). How ‘native’ can (or should) a non-native speaker be? ITL. Review of Applied Linguistics 67/68, 141–160.CrossRefGoogle Scholar
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly 31.3, 409–429.CrossRefGoogle Scholar
Oka, H. (2004). A non-native approach to ELT: Universal or Asian? Asian EFL Journal 6.1, 1–8.Google Scholar
Pacek, D. (2005). ‘Personality not nationality’: Foreign students' perceptions of a non-native speaker lecturer of English at a British university. In Llurda, (ed.), 243–262.CrossRefGoogle Scholar
Paikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing.Google Scholar
Park, J. (2007). Co-construction of nonnative speaker identity in cross-cultural interaction. Applied Linguistics 28.3, 339–360.CrossRefGoogle Scholar
Pasternak, M. & Bailey, K. M. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In Kamhi-Stein, (ed.), 155–175.Google Scholar
Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics 28.2, 163–188.CrossRefGoogle Scholar
Perdreau, C. (1994). Roles, responsibilities, and priorities of the Intensive English Programs. Journal of Intensive English Studies 8, 1–25.Google Scholar
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics 6.2, 179–206.CrossRefGoogle Scholar
Polio, C. (1994). International students in North American TESOL programs. Presented at the 28th TESOL Conference, Baltimore, MA.Google Scholar
Polio, C. & Wilson-Duffy, C. (1998). Teaching ESL in an unfamiliar context: International students in a North American MA TESOL practicum. TESOL Journal 7.4, 24–29.Google Scholar
Porte, G. (1999a). Where to draw the red line: Error toleration of native and non-native faculty. Foreign Language Annals 32.4, 426–434.CrossRefGoogle Scholar
Porte, G. (1999b). English as a forgotten language. ELT Journal 53.1, 28–35.CrossRefGoogle Scholar
Pride, J. (1981). Native competence and the bilingual/multilingual speaker. English World-Wide 2.2, 141–153.CrossRefGoogle Scholar
Prodromou, K. (2003). In search of the successful users of English: How a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher 12.2, 5–14.Google Scholar
Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In Llurda, (ed.), 283–303.CrossRefGoogle Scholar
Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal 44.2, 97–101.CrossRefGoogle Scholar
Reid, J. (1997). Fostering common ground: The strategic relationship between the IEP and the MATESOL program in US Higher Education. Journal of Intensive English Studies 11, 19–39.Google Scholar
Reves, T. & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self image: An international survey. System 22.3, 353–357.CrossRefGoogle Scholar
Samimy, K. & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of ‘non-native’ students in a graduate TESOL program. In Braine, (ed.), 127–144.Google Scholar
Seidlhofer, B. (1996). ‘It is an undulating feeling. . .’: The importance of being a non-native teacher of English. VIEWS (Vianna English Working Papers) 5.1&2, 63–79.Google Scholar
Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes 18.2, 233–245.CrossRefGoogle Scholar
Sheorey, R. (1986). Error perceptions of native-speaking and non-native-speaking teachers of ESL. ELT Journal 40.4, 306–312.CrossRefGoogle Scholar
Sifakis, N. & Sougari, A.-M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state schoolteachers' beliefs. TESOL Quarterly 39.3, 467–488.CrossRefGoogle Scholar
St.John, M. J. (1987). Writing process of Spanish scientists publishing in English. English for Specific Purposes 6.2, 113–120.CrossRefGoogle Scholar
Tang, C. (1997). On the power and status of non-native ESL teachers. TESOL Quarterly 31, 577–580.CrossRefGoogle Scholar
TESOL (1992). A TESOL statement of non-native speakers of English and hiring practices. TESOL Quarterly 2.4, 23.Google Scholar
TESOL (2006). Position statement against discrimination of nonnative speakers of English in the field of TESOL. <http://www.tesol.org.Google Scholar
Thomas, J. (1999). Voices from the Periphery: Non-native teachers and issues of credibility. In Braine, (ed.), 5–14.Google Scholar
Tsui, A. B. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Valdes, G. (1998). The construct of near-native speaker in a foreign language profession: Perspectives on ideologies about language. ADFL Bulletin 29.3, 4–8.CrossRefGoogle Scholar