Non-Native Language Teachers
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.
Exclusively deals with one of the most contemporary topics in TESOL, the role of the non-native teachers – with their strengths and weaknesses – in language teachingSince Braine’s 1999 volume, none had thoroughly dealt with this topicBuilds on the precious one by presenting original research, most of it based on recent and innovative empirical data obtained by leading specialists working in a wide range of countries (the United States, Canada, Brazil, Europe, Israel, Hong Kong…) including both EFL and ESL settingsOrganized in five sections that clearly set up the stage with clear and provocative theoretical claims, and cover as well all the possible perspectives on non-native teachers, including teachers’ self-perceptions, students’ views, accounts of teacher trainees in TESOL graduate programs, and the observation of experienced teachers