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Ma, L. P. F. (2012). Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education. 23 (1), 1-15.

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Ma, L. P. F. (2009). Student Perceptions of Native English Teachers and Local English Teachers. In A. Mahboob, A. & C. Lipovsky, C. (Eds.) Studies in Applied Linguistics and Language Learning (pp. 325 – 348). Newcastle upon Tyne: Cambridge Scholars Press.

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Mackay, M., Sinn, M. C., Vickers, M. H., McCarthy, F. E., Bergström, B., Graovac, F., … & Subramaniam, V. (2010). A Hong Kong ESL Learner’s Story: Autonomous Learning as Keeping on and Taking Charge. International Journal of Diversity in Organisations, Communities & Nations10(2).

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Mahboob, A. (2009). Racism in the ELT industry. In A. Mahboob, A. & C. Lipovsky, C. (Eds.) Studies in Applied Linguistics and Language Learning (pp. 29 – 40). Newcastle upon Tyne: Cambridge Scholars Press.

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Marlina, R. (2011). “It’s like um…I can’t explain…whatever”: Multiculturalism and My-culturalism in English classes. In N.T. Zacharias & C. Manara (Eds).Bringing Linguistics and Literature into EFL Classrooms (pp.5-16). Newcastle upon Tyne: Cambridge Scholars Publishing.

Marlina, R. (2010). Culturally Responsive Teaching in a Colorful Classroom. In B. Baurain & Le Ha Phan (Eds.), Multilevel/Mixed Ability Volume, Classroom Practice Series (pp. 123-129). Washington D.C, US: TESOL Publications Classroom Practice Series.

Marlina, R. (2010). Teachers of Englishes, English Teaching Professional, 66, 45-47.

Marlina, R. (2009). “I don’t talk or I decide not to talk? Is it my culture?” – International students’ experiences of tutorial participation, International Journal of Educational Research, 48, 4, 235-244.

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Manara, C. (2011). Narratives: A dialogue with the inter-cultural self. In N. T. Zacharias & C. Manara (Eds.). Bringing literature and linguistics into EFL classroom: Insights from research and classroom practice. Newcastle upon Tyne: Cambridge Scholars Publishing.

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Mattix, M. (2000). Comments on Vivian Cook’s “Going beyond the native speaker in language teaching.” Going further beyond the native speaker model: A remark concerning language models. TESOL Quarterly, 34(2), 328-329.

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Miranda, N. (2003). Non-native English teachers’ professional development: A double challenge. NNEST Newsletter, (5)1.

Miyazato, K. (2002). Anxiety or admiration?: Japanese EFL learner’s perceptions of native speaker teachers’ classes. JALT Conference 2002 Proceedings Academic Journal: 1-8.

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Moussu, L. & Llurda, E.(2008) Non-native English-speaking English language teachers: History and research. /Language Teaching/ 41, 3: 315-348.

Moussu, L. (2007). TESOL Caucuses Are about Who We AreEssential Teacher, 4(1).

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Moussu, L. (2006, May). Why did I become the Caucus’ Chair? NNEST Newsletter, 8(1).

Moussu, L. (2005, October). RESEARCH or research? A letter from the Chair. NNEST Newsletter, 7(2).

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