Articles and Research

Here you can find some of the articles and books that have informed and continue to inform issues of equity in TESOL.

If you have more suggestions, please send them to blancacomatesol@gmail.com.

Strategies to Fight Inequity

Barratt, L. (2010). Strategies to prepare teachers equally for equity. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 180-201). UK: Cambridge Scholars Publishing.

Boecher, Y. (2005). Native and nonnative English-speaking teacher distinctions: from dichotomy to collaboration. The CATESOL Journal, 17 (1), 67-75.

Brady, B. & Gulikers, G. (2004). Enhancing the MA in TESOL practicum course for nonnative English-speaking student teachers. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 206-229). Ann Arbor, MI: University of Michigan Press.

Brutt-Griffler, J. & Samimy, K.K. (1999). Revisiting the colonial in the postcolonial: Critical praxis for Nonnative English-Speaking Teachers in a TESOL Program. TESOL Quarterly, 33(3), 413-431.

Dormer, J.E. (2010). Strength through difference: Optimizing NEST/NNEST relationships on a school staff. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 285-304). UK: Cambridge Scholars Publishing.

Lee, I. (2004). Preparing nonnative English speakers for EFL teaching in Hong Kong. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 230-250). Ann Arbor, MI: University of Michigan Press.

Luo, W.H. (2010). Collaborative teaching of EFL by native and non-native English-speaking teachers in Taiwan. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 263-284). UK: Cambridge Scholars Publishing.

Matsuda, A. & Matsuda, P.K. (2004). Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 176-189). Ann Arbor, MI: University of Michigan Press.

Nemtchinova, E., Mahboob, A., Eslami, Z. & Dogancay-Aktuna, S. (2010). Training non-native English speaking TESOL professionals. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 222-238). UK: Cambridge Scholars Publishing.

Pasternak, M. and Bailey, K.M. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 155-175). Ann Arbor, MI: University of Michigan Press.

Shin, S.J. (2008). Preparing non-native English-speaking ESL teachers. Teacher Development, 12(1), 57-65.

Tajino, A. & Tajino, Y. (2000). Native and non-native: what can they offer? Lessons from team-teaching in Japan. ELT Journal, 54(1), 3-11.

Wu, A., Liang, J. & Csepelyi, T. (2010). Coping strategies for NNES teachers’ development. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 202-221). UK: Cambridge Scholars Publishing.

Students’ Perceptions of NESTs and NNESTs

Lipovsky, C. & Mahboob, A. (2010). Appraisal of native and non-native English speaking teachers. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 154-179). UK: Cambridge Scholars Publishing.

Mahboob, A. (2004). Native or nonnative: what do students enrolled in an intensive English program think? In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 121-148). Ann Arbor, MI: University of Michigan Press.

Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students’ attitudes towards native- and non-native-English-speaking teachers. TESOL Quarterly, 44(4), 746-766

Pacek, D. (2005). “Personality and nationality”: Foreign students’ perceptions of a non-native speaker lecturer of English at a British university. In Llurda, E. (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 243-262). New York, NY: Springer.

Todd, R.W. & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37, 23-33.

Teachers’ Perceptions

Brinton, D.M. (2004). Nonnative English-speaking student teachers: Insights from dialogue journals. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 190-205). Ann Arbor, MI: University of Michigan Press.

Matsuda, P.K. (2003). Proud to be a nonnative English speaker. TESOL Matters, 13(4), 15.

Nemtchinova, E. (2010). The “Who’s worth more?” question revisited: MA TESOL practicum host teachers’ perceptions of NES and NNES teacher trainees. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 129-153). UK: Cambridge Scholars Publishing.

Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher’s journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127-151.

Administrators’ Perceptions

Mahboob, A., Uhrig, K., Newman, K.L. & Hartford, B.S. (2004). Children of a lesser English: Status of nonnative English speakers as college-level Engllish as a second language teachers in the United States. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 100-120). Ann Arbor, MI: University of Michigan Press.

Alternative Models of Proficiency (not based on the NS Model)

Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal 90, 249-252.

Kramsch, C & Whiteside, A. (2008). Language ecology in multilingual settings. Towards a theory of symbolic competence. Applied Linguistics, 29 (4), 645-671.

Mahboob, A. (2006). Toward a familiarity-based approach to language proficiency. The NNEST Newsletter of the nonnative English speakers in TESOL Caucus,, 8(1).

The NNEST Movement

Braine, G. (2004). The nonnative English-speaking professionals’ movement and its research foundations. In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 9-24). Ann Arbor, MI: University of Michigan Press.

Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York, NY: Routledge.

Liu, J. (1999). Nonnative-English-speaking professionals in TESOL. TESOL Quarterly, 33 (1), 85-102.

Mahboob, A. (2010). The NNEST lens. In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 1-17). UK: Cambridge Scholars Publishing.

Maum, R. (2002). Nonnative-English-speaking teachers in the English teaching profession. ERIC digest No. EDO-FL-(02-09). Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal 46 (4), 340-349.

Moussu, L. & LLurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348.

Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329-348.

Selvi, A.F. (2011). The non-native speaker teacher. ELT Journal, 65(2), 187-189.

The Native Speaker Fallacy

Amin, N. (2004). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. . In Kamhi-Stein, L.D. (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 61-80). Ann Arbor, MI: University of Michigan Press.

Bhatt, R.M. (2002). Experts, dialects, and discourse. International Journal of Applied Linguistics, 12(1), 74-109.

Butler, Y.G. (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), 7-40.

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.

Cook, V. (2000). The author responds…TESOL Quarterly, 34(2), 329-332.

Lazaraton, A. (2003). Incidental displays of cultural knowledge in the nonnative-English-speaking teacher’s classroom. TESOL Quarterly, 37 (2), 213-245.

Llurda, E. (2004). Non-native-speaker teachers and English as an International Language. International Journal of Applied Linguistics, 14 (3), 315-323.

Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.), Culture, context, and communication (pp. 60-93). Abu Dhabi: Center of Excellence for Applied Research and Training and the Military Language Institute.

Mullock, B. (2010). Does a good language teacher have to be a native speaker? In Mahboob, A. (Ed.), The NNEST lens: non native English speakers in TESOL (pp. 87-113). UK: Cambridge Scholars Publishing.

Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

Rampton, M.B.H. (1990). Displacing the “native speaker”: expertise, affiliation, and inheritance. ELT Journal, 44(2), 97-101.

 

 

 

 

 

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