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Akiyoshi, A. (2010). Questioning the Rationale for Native Speakers Only in Hiring Practice: From Parents’ Perspective. ポリグロシア19, 13-25.

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Canagarajah, S. (2015). Shuttling between scales in the workplace: Reexamining policies and pedagogies for migrant professionals. Linguistics and Education.

Canagarajah, A.S. (2015). TESOL as a Professional Community: a Half a Century Pedagogy, Research, and Theory. TESOL Quarterly. doi: 10.1002/tesq.275

Caravita, J.R. (2014). Identity and anxiety in teachers of Arabic and Hebrew: the native vs. nonnative speaker question . University of Texas.

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Celik, S. (2006). A concise examination of the artificial battle between native and non-native speaker teachers of English in Turkey. Gazi University Kastamonu Education Journal, 14(2), 371-376.

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Chang, S.Y., Huang, S.D., Chang, S.Y., Ming, Y.F., & Liu, F.C. (2005). Self-perceptions of non-native English elementary teachers in Taiwan about their professionalism. The 5thAnnual Wenshan International Conference (pp.109-126).

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Cheng, L., & Wang, H. (2004). Understanding professional challenges faced by Chinese teachers of English. TESL-EJ, 7(4), 1-14.

Cheng, L., Myles, J., & Curtis, A. (2004). Targeting language support for non-native English-speaking graduate students at a Canadian university. TESL Canada Journal21(2), 50-71.

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Chien, C. W. (2014). Non-Native Pre-Service English Teachers’ Narratives about Their Pronunciation Learning and Implications for Pronunciation Training.International Journal of Applied Linguistics and English Literature, 3(4), 177-190.

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Chun, S.Y. (2014).  EFL learners’ beliefs about native and nonnative English-speaking teachers: perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development – Taylor & Francis.

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