Subject index

Kapitel in diesem Buch

1. Frontmatter i
2. Table of contents v
3. Foreword ix
4. Introduction 1
5. Part I. Overall issues and perspectives on (non) nativeness in second language teaching
6. Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs 13
7. Chapter 2. Beyond symbolic violence in ELT in France 33
8. Chapter 3. Perspectives on L2 teacher’s nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches 53
9. Chapter 4. Non-native teachers’ code-switching in L2 classroom discourse 75
10. Chapter 5. Native-Speakerism and the roles of mass media in ELT 99
11. Part II. Non-native L2 teachers’ emotions and perceptions and implications for teacher education
12. Chapter 6. Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations 119
13. Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era 139
14. Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context 161
15. Part III. L2 students’ beliefs and expectations of native and non-native teachers
16. Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers 183
17. Chapter 10. Students’ beliefs about native vs. non-native pronunciation teachers 205
18. Chapter 11. Native and non-native teachers’ sensitivity to language learning difficulties from a learner’s perspective: Implications and challenges for teacher education 239
19. Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers
20. Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education 257
21. Chapter 13. Professional challenges faced by non-native CLIL teachers 273
22. Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers 295
23. Chapter 15. Collaboration between NESTs and NNESTs 317
24. Critical Afterword 337
25. Notes on contributors 341
26. Subject index 347