(Q – T)

 

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Ramila Diaz, N. (2015). Students’ Preferences Regarding Native and Non-native Teachers of English at a University in the French Brittany. Procedia-Social and Behavioral Sciences, 173, 93-97.

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Saito, T. (2003). Exploring a nonnative-English-speaking instructor’s perception of her experiences teaching English composition at a U.S. university. Arizona Education Review, 1, 70-84.

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Shehadeh, A. (2013). Research on NNESTs in TESOL: Past, present and future. In Akbari, R. & Coombe, C. (Eds.), Middle East handbook of applied linguistics (pp. 28-41). Dubai: TESOL Arabia Publications.

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Sheorey, R. (1986). Error perceptions of native-speaking and non-native-speaking teachers of ESL. ELT Journal, 40(4), 306-312.

Shi, L. (2001). Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, July 2001 vol. 18no. 3 303-325.

Shi, L. (2016). Two Expatriate English Instructors in China: Their Experiences, and Perspectives of Local Students and Teachers. Canadian Modern Language Review, (aop), 1-23.

Shin, H. (in press). ELT in Korea: Toward Globalization or Glocalization? In J. Cummins & C. Davison (Eds.), Handbook of English Language Teaching. Dordrrecht, The Netherlands: Kluwer Academic Publishers.

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Sifakis, N.C & Sougari, A (2005) . Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL QuarterlyVolume 39Issue 3pages 467–488.

Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484.

Şimşek, M. R. (2013). Evaluatıon Of Student Teachers’ Opınıons On The Natıve/Non-Natıve Dıchotomy/Öğretmen Adaylarının Anadil Konuşuru Olan-Olmayan Ayrımına İlişkin Görüşlerinin Değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17).

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Snow, D. (2009). English teachers, language learning, and the issue of power. In M. Wong & S. Canagarajah (Eds.). Christianity and English Language Teaching: Political, Pedagogical, and Professional Tensions (pp. 173-184). Lawrence Erlbaum and Associates.

Snow, M. A., & Omar, M., & Katz, A. M. (2004). The development of EFL standards in Egypt: Collaboration between native and non-native professionals. In L. Kamhi- Stein (Ed.), Learning and teaching from experience: Perspectives on non-native English-speaking professionals. Ann Arbor, MI: University of Michigan Press.

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Solano-Campos, A. T. (2009). Strategies to raise cultural awareness and create multicultural materials and activities in the language classroom. Revista de Lenguas Modernas, 11, 383-390.

Solano-Campos, A.T.  (April, 2011). International Teacher Recruitment to and from Costa Rica. Paper presented at AERA, New Orleans.

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Song, K. H., & Del Castillo, A. G. (2015). NNESTs’ Professional Identity in the Linguistically and Culturally Diverse Classrooms. IJEP-International Journal of Educational Psychology, 4(1), 54-83.

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Stanley, P., & Murray, N. (2013). ‘Qualified’?: A framework for comparing ELT teacher preparation courses. Australian Review of Applied Linguistics36(1), 102.

Steinbach, M., & Kazarloga, V. (2014). Square-Headed Frogs and World Citizens: Attitudes and Identities of ESL Teacher Candidates in Québec.Journal of Language, Identity & Education, 13(5), 319-334.

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SuriatiJusoh, F., Alias, N., Siraj, S., De Witt, D., Hussin, Z., Darusalam, G. ( 2013). Research and Trends in the Studies of Native & Non-native Speaker Teachers of Languages: A Review on Selected Researches and Theses.  The Malaysian Online Journal of Educational Science, 1 (1).

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Thompson, A. S., & Vásquez, C. (2015). Exploring Motivational Profiles Through Language Learning Narratives. The Modern Language Journal, 99(1), 158-174.

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