Teaching from experience

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Buy this article

Price: £15.00+Taxes
Add to favourites

A new perspective on the non-native teacher in adult ESL

The full text of this article is not currently available.

Data & Media loading...


Full text loading...


Amin, N.
(1997) Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580–583. doi: 10.2307/3587841
Andrews, S.
(1994) The grammatical knowledge/awareness of native-speaker EFL teachers: what the trainers say. In M. Bygate , A. Tonkyn & E. Williams (Eds) Grammar and the language teacher. Hemel Hempstead, UK: Prentice Hall International.
(1997) Metalinguistic awareness and teacher explanation. Language Awareness, 6 (2 & 3), 147 – 161. doi: 10.1080/09658416.1997.9959924
Arva, V. & Medgyes, P.
(2000) Native and non-native teachers in the classroom. System, 28 (3), 355 – 372. doi: 10.1016/S0346‑251X(00)00017‑8
Auerbach, E. R.
(1993) Re-examining English only in the ESL classroom. TESOL Quarterly, 27 (1), 9 – 32. doi: 10.2307/3586949
(1995) The politics of power in the ESL classroom: issues of power in pedagogical choices. In J. W. Tollefson (Ed) Power and inequality in language education. Cambridge: Cambridge University Press.
Bailey, K. M. , Berthgold, B. et al.
(1996) The language learner’s autobiography: examining the “apprenticeship of observation”. In D. Freeman & J. C. Richards (Eds) Teacher learning in language teaching. Cambridge: Cambridge University Press.
Birch, G.
(1992) Language learning case study approach to second language teacher education. In J. Flowerdew , M. Brock & S. Hsia (Eds) Perspectives on second language teacher education. Hong Kong: City University of Hong Kong.
Borg, S.
(1998) Teachers’ pedagogical systems and grammar teaching: a qualitative study. TESOL Quarterly, 32 (1), 9 – 38. doi: 10.2307/3587900
(1999a) The use of grammatical terminology in the second language classroom: a qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95 – 126. doi: 10.1093/applin/20.1.95
(1999b) Teachers’ theories in grammar teaching. ELT Journal, 53 (3), 157 – 167. doi: 10.1093/elt/53.3.157
Braine, G.
(Ed) (1999) Non-native educators in English language teaching (Introduction). Mahwah, NJ: Lawrence Erlbaum.
Burns, A.
(1996) Starting all over again: from teaching adults to teaching beginners. In D. Freeman & J.C. Richards (Eds) Teacher learning in language teaching. Cambridge: Cambridge University Press.
Byram, M.
(1995) Intercultural competence and mobility in multinational contexts. Clevedon: Multilingual Matters.
Campbell, J.
(1985) Towards active voice: Report of the Committee of Review of the Adult Migrant Education Program. Canberra: AGPS, Department of Immigration and Ethnic Affairs.
Canagarajah, A. S.
(1999) Interrogating the "native speaker fallacy": non-linguistic roots, non-pedagogical results. In G. Braine (Ed) Non-native educators in English language teaching (pp.77–92). Mahwah, NJ: Lawrence Erlbaum.
Cho, H. Y.
(1990) An examination of the relationship between teachers’ beliefs in ESL education and their teaching and assessment practices in their classrooms. M.Ed. (Hons) Thesis. University of Wollongong.
Clark, C.M. & Peterson, P.L.
(1986) Teachers’ thought processes. In M. C. Wittrock (Ed) Handbook of research on teachingLondon: Simon and Schuster Macmillan.
Crozet, C. & Liddicoat, A.J.
(1999) The challenge of intercultural language teaching. In J. Lo Bianco , A. J. Liddicoat & C. Crozet (Eds) Striving for the third place: intercultural competence through language education (pp.103–112). Melbourne: Language Australia.
Crystal, D.
(1996) Playing with linguistic problems: from Orwell to Plato and back again. Georgetown University Round Table on Languages and Linguistics. Washington DC: Georgetown University Press.
Davies, A.
(1991) The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.
Dell’oso, A.
(1991) It’s more than just learning a language … it’s connecting with people, with politics, with history and with myself. ATESOL Newsletter, 17 (1), 1 – 5
Ericsson, K.A. & Simon, H.A.
(1980) Verbal reports as data. Psychological Review, 87, 215 – 251. doi: 10.1037/0033‑295X.87.3.215
Flowerdew, J.
(1998) Language learning experience in L2 teacher education. TESOL Quarterly, 32 (3), 529 – 535. doi: 10.2307/3588123
Freeman, D.
(1994) Educational linguistics and the knowledge base of language teaching. Georgetown University Round Table on Languages and Linguistics. Washington DC: Georgetown University Press.
Freeman, D. & J.C. Richards , J.C.
(1993) Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27 (2), 193–216 doi: 10.2307/3587143
Freeman, D. & Richards, J.C.
(1996) Prologue: a look at uncritical stories. Teacher learning in language teaching. Cambridge: Cambridge University Press.
Gibbons, J.
(1994) Depth or breadth? Some Issues in LOTE Teaching. Australian Review of Applied Linguistics, 17 (1), 1 – 22.
Gower, R. & Walters, S.
(1993) Teaching practice handbook. Oxford, Heinemann.
Grosjean, F.
(1985) The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6, 467 – 477. doi: 10.1080/01434632.1985.9994221
Hamers, J. F. & Blanc, M. H. A.
(1989, 1st ed). Bilinguality and bilingualism. Cambridge,: Cambridge University Press.
(2000, 2nd ed) Bilinguality and bilingualism. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511605796
Hammond, J. & Derewianka, B.
(1999) ESL and literacy education: revisiting the relationship. Prospect, 14 (2), 24 – 39.
Hawkins, E.
(1984) Awareness of language: an introduction. Cambridge: Cambridge University Press.
Hogan, S.
(1994) TESOL teacher competencies document. Sydney, ATESOL NSW: 17.
Howatt, A.P.R.
(1984) A history of English language teaching, Oxford: Oxford University Press.
Ianco-Worrall, A.D.
(1972) Bilingualism and cognitive development. Child Development, 43, 390 – 400. doi: 10.2307/1127524
James, C.
(1999) Language awareness: implications for the language curriculum. Language, Culture and Curriculum, 12 (1), 94 – 115. doi: 10.1080/07908319908666571
Jessner, U.
(1999) Metalinguistic awareness in multilinguals: cognitive aspects of third language learning. Language Awareness, 8 (3 & 4), 201 – 209. doi: 10.1080/09658419908667129
Kachru, B. B.
(1995) World Englishes, approaches, issues and resources. In H. D. Brown & S. Gonzo (Eds) Readings on second language acquisition (pp.229–260). New Jersey, Prentice-Hall.
Kamhi-Stein, L. D.
(1999) Preparing non-native professionals in TESOL: implications for teacher education programs. In G. Braine (Ed) Non-native educators in English language teaching (pp.145–158). Mahwah, NJ: Lawrence Erlbaum.
Kramsch, C.
(1997) The privelege of the non-native speaker. Publication of the Modern Language Association of America, 112, 359 – 369.
Leech, G.
(1994) Students’ grammar - teachers’ grammar - learners’ grammar. In M. Bygate , & A. Tonkyn (Eds) Grammar and the language teacher (pp.17—30). Hemel Hempstead: Prentice-Hall.
Leech, G. & Svartvik, J.
(1994, 2nd ed). A communicative grammar of EnglishHarlow, Essex: Longman.
Leung, C. & Teasdale, A.
(1998) ESL teacher competence: professionalism in a social market. Prospect, 13 (1), 4 – 23.
Liddicoat, A. J.
(1997) Everyday speech as culture: implications for language teaching. Australian Review of Applied Linguistics Series S (14), 55 – 70.
Liu, J.
(1999) From their own perspectives: the impact of non-native ESL professionals on their students. In G. Briane (Ed) Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
Lortie, D.
(1975) Schoolteacher: a sociological study. Chicago: University of Chicago Press.
Lowe, T.
(1987) An experiment in role reversal: teachers as language learners. ELT Journal, 41 (2), 89 – 96. doi: 10.1093/elt/41.2.89
Martin, S.
(1998) New life, new language: the history of the Adult Migrant English Program. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Medgyes, P.
(1992) Native or non-native: who’s worth more?ELT Journal, 46 (4), 340 – 349. doi: 10.1093/elt/46.4.340
(1994) The non-native teacher. London: Macmillan.
(1999) Language training: a neglected area in teacher education. In G. Braine (Ed) Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
Nisbett, R.E. & Wilson, T.D.
(1977) Telling more than we can know: verbal reports on mental processes. Psychological Review, 84, 231 – 259. doi: 10.1037/0033‑295X.84.3.231
Oda, M.
(1999) English only or English plus? The languages of EFL organizations. In G. Braine (Ed) Non-native educators in English language teaching (pp.105–121). Mahwah: Lawrence Erlbaum.
O’Grady, C. & Wajs, M.
(1989) A bilingual approach to teaching English to adult migrants. Sydney: Curriculum Support Unit, NSW Adult Migrant Education Service.
O’Malley , Michael, J. , Chamot, A.U. , Stewner-Manzanares, G. , Russo, R.P. & Kupper, L.
(1985) Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557 – 584.
O’Neill, R.
(1991) The plausible myth of learner-centredness: or the importance of doing ordinary things well. English Language Teaching Journal, 45 (4).
Oxford, R.
(1990) Language learning strategies: what every teacher should know. New York,: Newbury House.
Ozolins, U.
(1993) The politics of language in Australia. Melbourne: Cambridge University Press.
Paikeday, T. M.
(1985) The native speaker is dead!Ontario: Paikeday Publishing.
Peacock, M.
(2001) Pre-service ESL teachers’ beliefs about second language learning. System, 29 (2), 177 – 195. doi: 10.1016/S0346‑251X(01)00010‑0
Phillipson, R.
(1992) Linguistic imperialism. Oxford: Oxford University Press.
Rampton, M. B. H.
(1990) Displacing the native speaker. ELT Journal, 44 (2), 97 – 101. doi: 10.1093/elt/44.2.97
Richards, J. C.
(1998) Beyond training: perspectives on language teacher education. Cambridge: Cambridge University Press.
Romaine, S.
(1989) Bilingualism. Oxford: Basil Blackwell.
Rubin, J. & Thompson, I.
(1982) How to be a more successful language learner. Boston: Heinle and Heinle.
Schon, D. A.
(1983) The reflective practitioner: how professionals think in action. London: Temple Smith.
Shavelson, R. J. & Stern, P.
(1981) Research on teachers’ pedagogical thoughts, judgments, decisions and behaviour. Review of Educational Research, 51 (4), 455 – 498. doi: 10.3102/00346543051004455
Shulman, L.S.
(1987) Knowledge and teaching: foundations of the new reform. Harvard Education Review, 57 (1), 1 – 22. doi: 10.17763/haer.57.1.j463w79r56455411
Skutnabb-Kangas, T.
(1996) Educational language choice—multilingual diversity or monolingual reductionism?In M. Hellinger & U. Ammon (Eds) Contrastive sociolinguistics (pp.175–204). Berlin: Mouton de Gruyer. doi: 10.1515/9783110811551.175
Smolicz, J. J.
(1994) Australia’s language policies and minority rights: a core value perspective. In R. Phillipson & T. Skutnabb-Kangas (Eds) Linguistic human rights: overcoming linguistic discrimination. Berlin: Mouton de Gruyter.
Swan, M. & Smith, B.
(Eds) (1987) Learner English—a teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
Takada, T.
(2000) Sociopolitical concerns: the social status of L1 Japanese EFL teachers. TESOL Matters, 10 (3), on-line.
Tang, C.
(1997) On the power and status of nonnative ESL teachers. TESOL Quarterly, 31 (3), 577 – 580. doi: 10.2307/3587840
Taniguchi, Y. & Taniguchi, O. M.
(1997) Monolingual or multilingual? teacher’s (sic) language in EFL classroom. ACTA-ATESOL (NSW) National Conference and 10th Summer School, Sydney.
Thornbury, S.
(1997) About language. Cambridge: Cambridge University Press.
Tollefson, J. W.
(1991) Planning language, planning inequality. Harlow, Essex,: Longman.
UCLES (1993/1994) Certificate in the Teaching of English as a Foreign Language to Adults: guidelines and regulations for centres, course tutors and assessors. Cambridge,: University of Cambridge Local Examinations Syndicate: 18.
UCLES (1996) CELTA: syllabus and assessment guidelines for course tutors. Cambridge: University of Cambridge Local Examinations Syndicate: 21.
Wallace, M.
1991Training foreign language teachers: a reflective approach. Cambridge: Cambridge University Press.
Waters, A. , Sunderland, J. et al.
(1990) Getting the best out of ‘the language learning experience’. ELT Journal, 44 (4), 305 – 315. doi: 10.1093/elt/44.4.305
Wenden, A. & Rubin, J.
(Eds) (1987) Learner strategies in language learning. Hemel Hempstead, UK: Simon and Schuster.
Widdowson, H. G.
(1992) ELT and EL teachers: matters arising. ELT Journal, 46 (4), 333 – 339. doi: 10.1093/elt/46.4.333
(1994) The ownership of English. TESOL Quarterly, 28 (2), 377 – 389. doi: 10.2307/3587438
Woods, D.
(1996) Teacher cognition in language teaching. Cambridge: Cambridge University Press.
Wright, T. & Bolitho, R.
(1993) Language awareness: a missing link in language teacher education?ELT Journal, 47 (4), 292 – 304. doi: 10.1093/elt/47.4.292
This is a required field
Please enter a valid email address