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Ebsworth, M., Tang, F., Razavi, N., & Aiello, J. (2014). Variation in Second Language Learners’ Strategies among Non-native English Speakers from Three Language/Culture Backgrounds. Applied Language Learning, 23(24), 23-46.

Edge, J. (1988). Natives, speakers, and models. JALT Journal, 9(2), 153-157.

Eguiguren, A. (2000). Expanding TESOL programs to include a world Englishes perspective. Australian Language Matters, 8(3), 3-

Ehrenreich, S. (2009). English as a lingua franca in multinational corporations – exploring business communities of practice. In English as a Lingua Franca: Studies and Findings, ed. Anna Mauranen and Elina Ranta, 126–151. Newcastle upon Tyne: Cambridge Scholars Publishing.


El-Banna, A. I. (1987). English language proficiency levels among non-native EFL teachers: An exploratory investigation.(ERIC Document Reproduction Service No. ED 299 823).

Ellis, E. M. (2016). “I May Be a Native Speaker but I’m Not Monolingual”: Reimagining All Teachers’ Linguistic Identities in TESOL. TESOL Quarterly,50(3), 597-630.

Ellis, L. (2002). Teaching from experience: a new perspective on the non-native teacher in adult ESL Australian. Review of Applied Linguistics 25, (1) pp. 71 – 107.

Ellis, L. (2004). Language background and professional competencies in teaching ESOL. English Australia Journal, 21(2), 55-71.

Eslami, Z. R. & Azizullah, F. (2008). Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: a study of nonnative EFL teachers in Iran. TESL-EJ (Teaching English as a Second or Foreign Language), (11), 4, 1-19.

Ezberc, E. (2005). Native English speaking teachers and non-native English speaking teachers in Istanbul: A perception analysis (Doctoral dissertation, BILKENT UNIVERSITY).

Faez, F. (2007). Preparing diverse teachers for diverse students: Perceptions of linguistic identity, experiences and teaching responsibilities in a Canadian teacher education program. Unpublished doctoral dissertation. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.

Faez, F. (2010). Linguistic and cultural adaptation of internationally educated teacher candidates. Canadian Journal for Educational Administration and Policy [Special Issue]. 100, 1-20.

Faez, F.(2011).  Are you a native speaker of English? Moving beyond a simplistic dichotomy. Critical Inquiry in Language Studies, 8 (4), 378-399.

Faez, F. (2011b). Reconceptualizing the native/nonnative speaker dichotomy. Journal of Language, Identity and Education, 10(4), 231-249.

Faez, F. (2011c). Working with internationally educated teachers: A sociocultural perspective. Contact [Special Issue: Refereed Proceedings of 2011 Research Symposium], 37(2), 54-67.

Faez, F. (2012a). Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners. Canadian Journal of Education.35(3), 64-84.

Faez, F. (2012b).  Linguistic identities and experiences of generation 1.5 teachers: Race matters. TESL Canada. 29(6), 124-141.

Fang, F. (Gabriel) (2017) ‘World Englishes or English as a Lingua Franca: Where does English in China stand?: An ideological negotiation and attitudinal debate of the use and function of English in the Chinese context’, English Today, 33(1), pp. 19–24. doi: 10.1017/S0266078415000668.

Fang, F. G. (2016). Investigating attitudes towards English accents from an ELF framework. The Asian Journal of Applied Linguistics, 3(1), 68-80.

Farrell, T. S. C. (2001). Tailoring reflection to individual needs: A TESOL case study. Journal of Education for Teaching, 27(1), 23-28.

Faymonville, C. (2000). Against the paradigm of the native writer: Non-native strategies in the teaching of writing. In T. L. Good & L. B.Warshauer (Eds.), In our own voice: Graduate students teach writing (pp.130-138). Needham Heights, MA: Allyn & Bacon.

Finegan, T. A., & Siefried, J. J. (2000). Are student ratings of teaching effectiveness influenced by instructors’ English language proficiency? American Economist, 44 (2), 17-29.

Flowerdew, J. (1999). TESOL Quarterly and non-native speaker-writers: An interview with Sandra McKay. Asian Journal of English Language Teaching, 9, (pp. 99-103). Retrieved February 14, 2001, from the World Wide Web: http://www.unh.edu/nnest/articles/mckay.html.

Forrester, V., & Lok, B. (2008). Native English teachers in Hong Kong: Building communities of practice? Asian Social Science, 4(5), 3-11.

Flynn, K., & Gulikers, G. (2001). Issues in hiring NNES professionals to teach ESL. The CATESOL Journal, 13(1), 151-160.

Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22.

Frazier, S. & Phillabaum, S. (2012). How TESOL Educators Teach Nonnative English-Speaking Teacher.s The CATESOL Journal, 23(1), 155-181.

Friedrich, P. (2000). English in Brazil: Functions and Attitudes. World Englishes, 9(2), 215-223.

 Friedrich, P. (2002). English in Advertising and Brand Naming: Sociolinguistic Considerations and the Case of Brazil. English Today, 18, 21-28, 2002.

Friedrich, P. (2005). When teaching in English is one’s business: helping business faculty use English as an international language of education. InTeaching English from a Global Perspective. Edited by Anne Burns, TESOL.

 Friedrich, P. (2006). Assessing the needs of linguistically diverse freshman writers: bringing together and telling apart ESL international, ESL resident, and basic writers. WPA Journal.

Friedrich, P. (2007). Language, Negotiation and Peace: The Use of English in Conflict Resolution. Continuum Books.

 Friedrich, P. (2007). English for Peace: toward a Peace Sociolinguistics framework, World Englishes, 26(1): 4-82.

Friedrich, P. (2008). ‘I want to be part of the club’: raising awareness of bilingualism and second language writing among monolingual users of English.Teaching Academic Writing, Continuum Press.

Friedrich, P. (2008, ed.). Teaching Academic Writing. Continuum Books.

Friedrich, P. (2010). Peace Studies and Peace Linguistics now: What has language got to do with it? Peace Forum, 25th Anniversary Edition.

Friedrich, P. (2012). Nonkilling Linguistics: practical applications. University of Hawaii – Center for Global Nonkilling.

Friedrich, P. (2012). EFL, Intercultural Communication, and the Strategic Aspect of Communicative Competence In Matsuda, A. (ed.) Teaching English as an International Language: Principles and Practices. Multilingual Matters.

Friedrich, P.  et al. (2013). Reading Pennycook critically ten years later: a group’s reflection on critical applied linguistics. Friedrich et all. International Multicultural Research Journal, 7(2), 119-137.

Friedrich, P. &  Berns, M. (2003). English in South America: selected bibliographical resources. World Englishes, 22(2), 211-214.

Friedrich, P. &  Matsuda, A. (2011). English as an International Language: a curriculum blueprint. World Englishes, 30(3), 332-344.

Fukumura, A.  (1993).  Qualifications of Language Teachers and English as an International.  TESL Reporter 26(1), 29-34.

Fujimoto, E. (2002). Japanese-ness, whiteness, and the “other” in Japan’s internationalization. In M. J. Collier (Ed.),Transforming communication about culture: Critical new direction (pp. 1–24). Thousand Oaks, CA: Sage.

Fujita, Y. (2004). Young Japanese ‘cultural migrants’ and the construction of their imagined West. Westminster Papers in Communication and Culture1(1), 23–37. Available from http://www.wmin.ac.uk/mad/pdf/WPCC-Vol1-No1-Yuiko_Fujita.pdf

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Gabrielatos, C. (2004). Discerning reality: Lesson observation as research. IATEFL Teacher Trainers and Educators SIG Newsletter, 3/2004, 5-8. Available online, http://www.gabrielatos.com/Observations.pdf

Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ8(4), http://www.tesl-ej.org/ej32/a1.html

Gabrielatos, C. & McEnery, T. (2005). Epistemic modality in MA dissertations. In P.A. Fuertes Olivera (Ed.), Lengua y sociedad: Investigaciones recientes en lingüística aplicada. Lingüística y Filología no. 61 (pp. 311-331). Valladolid: Universidad de Valladolid. Available online: http://eprints.lancs.ac.uk/89/01/Epistemic_modality_in_MA_dissertations.pdf

Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Routledge.

Galloway, N. (2014). “I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan. Englishes in Practice, 1(1), 1-30.

Gambhir, M. (2004). Non-native speakers of English in a Canadian teacher education program: needs, experiences and politics. Unpublished M.A. thesis, Ontario Institute of Education at University of Toronto.

Gan, Z. (2014). Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers, Journal of Education for Teaching, 40 (2), Taylor & Francis.

Gandana, I., & Parr, G. (2013). Professional identity, curriculum and teaching Intercultural Communication: an Indonesian case study. Language, Culture and Curriculum26(3), 229-246.

Garcia, O. (2009). Bilingual Education in the 21st CenturyA Global Perspective.  Chichester, UK: Blackwell.

Garton, S., & Copland, F. (2016). Opinions and positions on native-speakerism. LETs and NESTs. A British Council publication.

Garvey, E., & Murray, D. E. (2004). The multilingual teacher: Issues for teacher education. Prospect, 19(2), 3-24.

Ghanem, C. (2014). Teaching in the foreign language classroom: How being a native or non-native speaker of German influences culture teaching. Language Teaching Research, 1362168814541751.

Gill, S., & Rebrova, A. (March, 2001). Native and non-native: Together we’re worth more. ELT Newsletter. Retrieved March 25, 2002, from the World Wide Web: http://www.eltnewsletter.com/back/March2002/art522011.htm

Giri, R. A., & Foo, J. M. S. (2014). On Teaching EIL in a Japanese Context: The Power Within and Power Without. In The Pedagogy of English as an International Language (pp. 239-256). Springer International Publishing.

Golombek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39(3), 513-533.

Ghosh, D. (2013). Immigrant Female Professors As Gendered’Cultural Tokens’ In University.

Gonzalez, J. J. V. (2016). Self-perceived Non-nativeness in Prospective English Teachers’ Self-images. Revista Brasileira de Linguística Aplicada,16(3), 461-491.

Goto Butler, Y. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan and Japan. TESOL Quarterly, 38(2), 245-278.

Govardhan, A. K., Nayar, B., & Sheorey, R. (1999). Do U.S. MATESOL programs prepare students to teach abroad? TESOL Quarterly, 33(1), 114-125.

Green, Peter S. & Hecht, K. (1985) Native and non-native evaluation of learners’ errors in written discourse. System 13 (2) 77-97.

Greis, N. (1985). Toward a better preparation of the non-native ESOL teacher. In P. Larson, E. L. Judd, & D. Messerschmitt (Eds.), On TESOL ’84 – A brave new world for TESOL (pp. 317-324). Washington, DC: TESOL.

Guerrero, C. H., & Meadows, B. (2015). Global professional identity in deterretorialized spaces: a case study of a critical dialogue between expert and Novice Nonnative english speaker teachers. PROFILE Issues in Teachers’ Professional Development, 17(2), 13-27.

Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication. New York: McGraw-Hill Companies.

Gurkan, S., & Yuksel, D. (2012). Evaluating the contributions of native and nonnative teachers to an English Language Teaching Program. Procedia—Social and Behavioral Sciences, 46, 2951–2958. doi:10.1016/j.sbspro.2012.05.596

Ha Nam, H. (2010). The pedagogy and its effectiveness among native and non-native speaking teachers in the korean EFL context. Dissertation for Doctor of Philosophy .University of Buffalo, State University of New York.

Hall, S. J. (2012).Deconstructing aspects of native speakerism: Reflections from in-service teacher education. The Journal of Asia TEFL, 9 (3), 107-130.

Hamel, R. E. (2008). Plurilingual Latin America: Indigenous languages, immigrant languages, foreign languages- Towards an integrated policy of language and education. In C. Hélot & A. De Mejía (Eds.), Forging multilingual spaces: Integrated perspectives on majority and minority bilingual education, 58-108. NY: Multilingual Matters.

Han, E. (2007). Fair Opportunity for NNES in TESOL, Essential Teacher, 4 (1).

Han, S. (2003). Do South Korean Adult Learners Like Native English Speaking Teachers More Than Korean Teachers of English? AARE Conference. Papers, (Ed.: Peter L. Jeffery). Coldstream: Professional Resources Services, pp. 2-9.

Han, S. A. (2005). Good teachers know where to scratch when learners feel itchy: Korean learners’ views of native-speaking teachers of English. Australian Journal of Education, 49(2), 197-213.

Hansen, J. G. (2004). Invisible minorities and the nonnative English-speaking professional. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 40-55). Ann Arbor, MI: University of Michigan Press.

Harrison, G. (2012). “Oh, you’ve got such a strong accent”: Language Identity Intersecting with Professional Identity in the Human Services in Australia. International Migration, 51 (5), 192-204

Hassan, M. A. (2011). Unheard Voices: Narratives of Developing TESOL Professionals in a Graduate Discourse Community (Doctoral dissertation, Indiana University of Pennsylvania).

Hayes, D. (2009). Non-Native English-Speaking Teachers, Context and English Language Teaching. System, 37 (1), 1-11.

Hawkins, E. (1987). Awareness of Language. An Introduction. Cambridge, UK: Cambridge University Press.

Hélot, C., & Young, A. (2006) Imagining Multilingual Education  in France: a language and cultural awareness project at primary level. In Garcia, O. Skutnabb-Kangas, T. and Torres Guzman, M. E.(Eds.) Imagining Multilingual Schools, (pp. 69-90).Clevedon, UK: Multilingual Matters.

Hélot, C. (2007) Du bilinguisme en famille au plurilinguisme à l’école.  Paris: L’ Harmattan.

Hélot, C. (2007). Awareness Raising and Multilingualism in Primary  Education. In J. Cenoz, & N. Hornberger(Eds.), Encyclopedia of Language and Education, Second Edition, Volume 6: Knowledge about Language. (p : 371-384). Berlin: Springer.

Hélot, C. (2011) Children’s literature in the Multilingual Classroom. Developing multilingual literacy acquisition.In C. Hélot & M. O’Laoire (Eds.) Language policy for the Multilingual Classroom. Pedagogy of the possible. (pp. 42-64). Brighton, UK: Multilingual Matters.

Hélot, C., & de Mejía, A. (2008). Forging multilingual spaces: Integrated perspectives on majority and minority bilingual education. NY: Multilingual Matters.

Higgins, C. (2003). “Ownership” of English in the Outer Circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37(4), 615-644.

Hinkel, E. (1994). Native and nonnative speakers’ pragmatic interpretations of English texts. TESOL Quarterly, 28, 353–376. doi:10.2307/3587437.

Hiratsuka, T. (2014). Understanding the Perceptions and Practices of Team Teachers and Students in Japanese High Schools Through Exploratory Practice (EP).

Hoare, P., & Kong, S. (1994). Helping teachers change the language of the classroom: Lessons from in-service teacher education. In D. Nunan, R. Berry, & V. Berry (Eds.), Bringing about change in language education: Proceedings of the International Language in Education Conferences (pp. 21-34). Hong Kong: University of Hong Kong.

Hodgson, K. M. (2014). Mismatch: Globalization and Native Speaker Models of Linguistic Competence. RELC Journal, 45(2), 113-134.

Holliday, A. & Aboshiha, P. (2009). The Denial of Ideology in Perceptions of ‘Nonnative Speaker’ Teachers. TESOL Quarterly, 43, 4, 669-689.

Holliday, A. (2015). Nativespeakerism: Taking the Concept Forward and Achieving Cultural Belief. (En) Countering Native-speakerism: Global Perspectives, 4.

Hong, P., & Pawan, F. (2015). The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Foreign Education, Chinese Meanings. Routledge.

Houghton, S.A.,Rivers, D.J. (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Multilingual Matters.

Huang, I. (2014). Contextualizing teacher identity of non-native-English speakers in US secondary ESL classrooms: A Bakhtinian perspective.Linguistics and Education25, 119-128.

Huang, I. C., & Varghese, M. M. (2015). Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in US Secondary ESL Programs. Critical Inquiry in Language Studies, 12(1), 51-76.


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