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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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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.

Soheili-Mehr, A. H. (2008). Native and non-native speakers of English: Recent perspectives on theory, research, and practice. Language Teaching, 41(3): 445-457.

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Solano-Campos, A.T. (2009). Kulturelingual. Retrieved from http://kulturelingual.blogspot.com/

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.

Solano-Campos, A. T. (Summer, 2011). Recipe for international teacher recruitment. GA NAME Newsletter: What’s the IDEA? 4 (1), 9.

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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Sung, C.C. M. (2012). Non-native English speaker teachers and TESOL. Linguistics and Education 23(4).

Sung, C. C. M. (2014). An exploratory study of Hong Kong students’ perceptions of native and non-native English-speaking teachers in ELT. Asian Englishes16(1), 32-46.

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Tajeddin, Z., & Adehb, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent?. Iranian Journal of Language Teaching Research, 4(3), 37-54.

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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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