Titlebook: (En)Countering Native-speakerism; Global Perspectives Anne Swan,Pamela Aboshiha,Adrian Holliday Book 2015 The Editor(s) 2015 TESOL.ELT.Engl

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Roberto Mosheim,David Schimmelpfennigo not involve native-speakerism but which emerge from professional beliefs about their teaching, understanding their students’ needs and understanding the role of English in their contexts. The global spread of English has been acknowledged to affect the dominance of so-called ‘native-speakers’ who

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Juan Aparicio,C. A. Knox Lovell,Joe Zhu9 Turkish participants residing in Britain. It was primarily motivated by my own journey of English language learning and the role it has played in the ongoing construction of my identities, of who I am, from my own point of view, which was later spurred academically by the recent explosion of inter

ACME

Juan Aparicio,C. A. Knox Lovell,Joe Zhuor not as ‘native/non-native’. It is based on a study conducted with Mexican, American and British teachers who work at a university in central Mexico. Using a narrative approach, I present a description of how a particular community of teachers and students, in a university’s language department in

心胸狹窄

Advances in Efficiency and Productivity II 2005). Although the dichotomy between ‘native speakers’ and ‘non-native speakers’ is a major concern of native-speakerism, this chapter presents data that directly contests assumptions that are anchored by cultural disbelief, which characterises the cultural realities of ‘non-native’ speakers as de

Armada

L. J. Lefkowitz,H. Shinohara,E. A. Dennise in bilingual marriages (Wenger 1998; Piller 2002) particularly in the field of English language teaching where Native-English-Speaker (NES) teachers marry and settle abroad (Fell 2012). While much research has been conducted into migrant families attempting to assimilate linguistically and profess

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ARIA

Elastomer-Based Bio-Nanocomposites,eakers of Other Languages’ (TESOL) as related to the ‘native English speaker’ and ‘non-native English speaker’ differentiation and by extension the ‘centre’ and ‘periphery’ distinction when referring to academics in TESOL. What do I mean by ‘a(chǎn)lternative’ research writing’? Pending further clarificat

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Juan Aparicio,C. A. Knox Lovell,Joe Zhusional identities. The participants’ discourses of attachment and detachment reveal how they feel at times close to Mexico or the profession, but at other times are perceived as not being part of the community, no matter how many years they have been living in the country or how many years they have taught English.