Non-Native Language Teachers

Enric Llurda

ISBN 10: 038732822X / ISBN 13: 9780387328225

Editore: Springer US, Springer New York Jun 2006, 2006

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Neuware -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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 328 pp. Englisch.

Codice articolo 9780387328225

Dati bibliografici

• Titolo: Non-Native Language Teachers
• Editore: Springer US, Springer New York Jun 2006
• Data di pubblicazione: 2006
• Lingua: Inglese
• ISBN 10: 038732822X
• ISBN 13: 9780387328225
• Rilegatura: Taschenbuch
• Edizione: seconda edizione
• Condizione: Neu
• Dimensioni: 233 L x 155 A x 18 P (millimetri) 233 millimetri di larghezza per 155 millimetri di altezza per 18 millimetri di profondità
• Peso: 495 grammi

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Riassunto

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.