Non-Native Language Teachers

Contributing -Authors –Acknowledgments -Looking at the perceptions, challenges, and contributions or the importance of being a non-native teacher -PART I: Setting up the stage: Non-native teachers in the twenty-first century -A history of research on non-native speaker English teachers –Cultural studies, foreign language teaching and learning practices, and the NNS practitioner -PART II: NNS teachers in the classroom -Basing teaching on the L2 user -Codeswitching in the L2 classroom: A communication and learning strategy -Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk -Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts -PART III: Perspectives on NNS teachers-in-training -Non-native TESOL students as seen by practicum supervisors -Chinese graduate teaching assistants teaching freshman composition to native English speaking students -Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context -PART IV: Students’ perceptions of NNS teachers -Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners -What do students think about the pros and cons of having a native speaker teacher? -‘Personality not nationality’: Foreign students’ perceptions of a non-native speaker lecturer of English at a British university -PART V: NNS teachers’ self-perceptions -Mind the gap: Self and perceived native speaker identities of EFL teachers -Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research -Index.