Non-Native Language Teachers : Perceptions, Challenges and Contributions to the Profession

Enric Llurda

ISBN 10: 038732822X / ISBN 13: 9780387328225

Published by Springer, Humana, 2006

About this Item

Druck auf Anfrage Neuware - Printed after ordering - 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.

Seller Inventory # 9780387328225

Bibliographic Details

• Title: Non-Native Language Teachers : Perceptions, Challenges and Contributions to the Profession
• Publisher: Springer, Humana
• Publication Date: 2006
• Language: English
• ISBN 10: 038732822X
• ISBN 13: 9780387328225
• Binding: Taschenbuch
• Edition: 2nd Edition
• Condition: Neu
• Dimensions: 233W x 155H x 18D millimeters 233 millimeters width by 155 millimeters height by 18 millimeters depth
• Weight: 495 grams

About this title

Synopsis

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.