Non-native language teachers : perceptions, challenges, and contributions to the profession

By Enric Llurda. 2005

409 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/78433a9df90ab20efd539b27db07844c75123c38

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Citations in the corpus

Towards a pedagogy of empowerment: The case of 'impostor syndrome' among pre-service non-native speaker teachers in TESOL (2008, background): “…English language education disseminated in the 1980s and 1990s (e.g. Medgyes 1983, 1992, 1994; Reves & Medgyes 1994; Braine 1999) and more recently (Llurda 2005; KamhiStein 2007) have brought together experiential facts and theoretical principles in a rigorous and clear manner, prompting more…”
General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “Another research trend is to examine the self-perception (e.g. Brinton, 2004) and perception of others (e.g. Derwing and Munro, 2005; Llurda, 2005) in language practicum courses.”
Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts. (2009, background): “Third, most EFL teachers are nonnative speakers and they are often not quite sure about some lexicogrammatical usage rules and patterns because, as research has shown, nonnative-speaker teachers often do not feel confident enough about their own language abilities (Liu, 1998; Llurda, 2005).”
English only? The linguistic choices of teachers of young EFL learners (2010, background): “Cook (2001, 2005) critically appraises the ‘monolingual myth’ and its underlying assumptions, calling for recognition of the concept of multicompetence, ‘the knowledge of two or more languages in The International Journal of Bilingualism one mind’ (Cook, 2005: 48).”
First and second language knowledge in the language classroom (2010, background): “Scholars interested in language awareness have noted that this can also be a two-way street: talk that makes comparisons across languages has the potential to develop learners’ metalinguistic awareness in ways that may also benefit knowledge of the L1 (Cook, 2003, 2005; Kecskés & Papp, 2000).”
Native and Non-Native English Language Teachers (2014, background): “Research carried out in Europe (Benke & Medgyes, 2005; Lasagabaster & Sierra, 2005), the United States (Liang, 2002; Mahboob, 2003), Hong Kong (Cheung & Braine, 2007), and the United Kingdom (Pacek, 2005) indicates that second/foreign language learners tend to place greater value on certain…”
Implicit attitudes towards native and non-native speaker teachers (2009, background): “Instead, research methodologies specifically designed to investigate implicit constructs are needed (Brauer et al., 2000).”