Preparing Nonnative and Native English-speaking Teachers: Issues of Professionalism and Proficiency

By Mindy Pasternak, K. Bailey. 2004

111 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/db52f6a86993ac64260f17fbf3658273a50c8a56

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1. E. Bernat
2. A. Fatahi
3. Zohreh R. Eslami

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): “Where intelligibility is an issue – as it is in this case – a number of researchers (e.g. Pasternak and Bailey 2007; Lee 2007) have suggested that NNSTs might benefit from further language training in their teacher-training courses.”
• Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran (2008, background): “…language proficiency is often listed as an area of interest in many papers (Medgyes, 1994; Reves & Medgyes, 1994; Samimy & Brutt-Griffler, 1999; Mahboob, 2004; Pasternak & Bailey, 2004; Brinton, 2004; Brady & Gulikers, 2004; Lee, 2004), there are few articles that explore the question in detail.”