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Learning and Teaching from Experience

Perspectives on Nonnative English-Speaking Professionals

By: Lia D. Kamhi-Stein (Editor)

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Paperback | 31 August 2004

At a Glance

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360 Pages

Dimensions(cm)
22.23 x 15.24 x 2.54

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The majority teachers of English to speakers of other languages around the world are nonnative speakers of English themselves. Learning and Teaching from Experience presents a wide range of views on NNES (nonnative English speaking) professionals in ESL and EFL settings at various academic levels-including K-12, adult education, community college, and university. This informative volume is divided into the sections focusing on theoretical underpinnings, research, teacher preparation, and classroom application specific to issues facing NNES professionals.

Learning and Teaching from Experience is also one of the first volumes to present work by the founding members of the caucus for nonnative English-speakers in the national TESOL professional association, who are rightly considered to be experts in the field. This book will surely interest NNES teachers and researchers, as well as teacher educators and their trainees in the United States and abroad.

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You Can Find This Book In

Non-Fiction Language & Linguistics Linguistics Teaching English (ELT)ELT Learning Material & Coursework ELT Background & Reference Material ELT Teaching Theory & Methods Education Teaching Skills & Techniques Teaching of Specific Groups with Special Educational Needs Teaching of Students with English as a Second Language TESOL

Introduction	p. 1
Theoretical Underpinnings
Introduction	p. 7
The Nonnative English-Speaking Professionals' Movement and Its Research Foundations	p. 9
Confessions of a Nonnative English-Speaking Professional	p. 25
Invisible Minorities and the Nonnative English-Speaking Professional	p. 40
Questions for Reflection	p. 57
Focus on Research
Introduction	p. 59
Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language	p. 61
Teaching in Kindergarten through Grade 12 Programs: Perceptions of Native and Nonnative English-Speaking Practitioners	p. 81
Children of a Lesser English: Status of Nonnative English Speakers as College-Level English as a Second Language Teachers in the United States	p. 100
Native or Nonnative: What Do Students Enrolled in an Intensive English Program Think?	p. 121
Questions for Reflection	p. 149
Focus on Teacher Preparation
Introduction	p. 151
Preparing Nonnative and Native English-Speaking Teachers: Issues of Professionalism and Proficiency	p. 155
Autonomy and Collaboration in Teacher Education: Journal Sharing among Native and Nonnative English-Speaking Teachers	p. 176
Nonnative English-Speaking Student Teachers: Insights from Dialogue Journals	p. 190
Enhancing the MA in TESOL Practicum Course for Nonnative English-Speaking Student Teachers	p. 206
Preparing Nonnative English Speakers for EFL Teaching in Hong Kong	p. 230
Questions for Reflection	p. 251
Focus on the Classroom
Introduction	p. 253
From Japan to the U.S. and Back: Co-constructing Perspectives on English as a Foreign Language Education in Japan through Teacher Education in the U.S.	p. 255
The Nonnative English-Speaking Teacher as an Intercultural Speaker	p. 277
Collaboration between Native and Nonnative English-Speaking Educators	p. 294
The Development of EFL Standards in Egypt: Collaboration among Native and Nonnative English-Speaking Professionals	p. 307
Questions for Reflection	p. 325
Contributors	p. 327
Subject Index	p. 335
Author Index	p. 341
Table of Contents provided by Ingram. All Rights Reserved.

Learning and Teaching from Experience

Perspectives on Nonnative English-Speaking Professionals

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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