(U – Z)

Üstünlüoglu, E. (2007). University students’ perceptions of native and non‐native teachers. Teachers and Teaching: theory and Practice, Volume 13, Issue 1.

Van der Geest, T. (1981). How to become a native speaker: once simple way. In F. Coulmas (ed.). A Festschrift for the Native Speaker. (pp.317-353). The Hague:  Mouton.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.

Velasco-Martin, C. (2004). The nonnative English-speaking teacher as an intercultural speaker. In L. D. Kamhi-Stein (Ed.),Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 277-293). Ann Arbor, MI: University of Michigan Press.

Viáfara, J. J. (2016). “I’m Missing Something”:(Non) Nativeness in Prospective Teachers as Spanish and English Speakers. Colombian Applied Linguistics Journal, 18(2), 11-24.

Villalobos Ulate, N. (2011)  Notions of non-native teachers in Costa Rican language schools. Memoria del III Congreso Internacional de Lingüística Aplicada, Heredia, Costa Rica:  Universidad Nacional, 334-351.

Villalobos Ulate, N. (2011). Insights towards native and non-native ELT educators. Bellaterra Journal of Teaching & Learning Language & Literature, 4 (1), 56-79.

Villegas, A.M. & Irvine, J.J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review, 42, 175-192.

Vodopija-Krstanovic, I. (2011) NEST Versus NNEST: rethinking English language teacher identities. In J. Hüttner;  B. Mehlmauer-Larcher; S. Reichl; B. Schiftner (eds.) Theory and Practice in EFL Teacher Education: Bridging the  Gap. Bristol: Multlingual Matters. 207-227.

Vodopija-Krstanovic, I. (2011).  NEST/NNEST identity a hornet’s nest?. In M. Bortoluzzi;  A.  Riem;  N. Vasta;  D. Saidero  (eds.) Identities in Transition in the English-Speaking World. Udine: Forum Editrice, 153-169.

Walker, E. (2001). Roles of native-speaker English teacher (NETs) in Hong Kong secondary schools. Asia Pacific Journal of Language in Education, 4(2), 51-77.

Walkinshaw, I., Oanh, D.H. (2014).  Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan. SAGE Open.

Walkinshaw, I., & Duong, O. (2012). Native-and non-native speaking English teachers in Vietnam: Weighing the benefits. TESL-EJ, 16(3), n3.

Wang, L.Y. (2012). Moving towards the transition: Non-native EFL teachers’ perception of  native-speaker norms and responses to varieties of English in the era of global spread of English. The Asian EFL Journal Quarterly 14 (2), 46-78.

Waniek-Klimczak, E. & Shockey, L (eds, 2013). Teaching and Researching English Accents in Native and Non-native Speakers. Springer Berlin Heidelberg.

Waterworth, P. (2016). Teaching English in ASEAN: The voices of English teachers in ASEAN nations. Indonesian Journal of Applied Linguistics, 5(2), 154-166.

Watson-Todd, R., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37, 23-33.

Wei, L. (2013). Who’s teaching whom? Co-learning in multilingual classrooms. The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education, 167.

Wernicke-Heinrichs, M. (2013). Authenticating” non-native speaker teacher” professional identity in French as a second language (FSL) education.

Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.

Widdowson, H. G. (2012) ELF and the inconvenience of established concepts. Journal of English as a lingua franca, 1, 1: 5-26.

Whitsed, C., Wright, P. (2011). Perspectives from within: Adjunct, foreign, English-language teachers in the internationalization of Japanese universities. Journal of Research in International Education, 13 (1), p28-45.

Widin, J. ( 2010). Illegitimate Practices: Global English Language Education. Multilingual Matters.

Wong, C. Y. (2006). Are native speakers “good” language instructors? A case study of untrained ESL tutors. ARECLS, 6, 122-140.

Wodak, Ruth (2012) Language, power and identity. Language Teaching 45(02), pp 215-233.

Wood, P. G. (1999). An in-depth inquiry into the language and teaching anxieties experienced by preservice foreign language teachers (language anxieties). Unpublished doctoral dissertation. The University of North Carolina at Greensboro.

Wright, S. (2009).  The elephant in the room: Language issues in the European Union. European Journal of Language Policy, 93-119.

Wu, A. (2006). The Nonnative English speaking teachers’ movement – How far have we gone? TESL-EJ, 10(1).

Wu, A., Liang, J., & Csepelyi, T. (2010). Coping strategies for NNES teachers’ development. The NNEST lens: Non native English speakers in TESOL, 202-221.

Wu, K. & Chung, K.. (2009). Haunting native speakerism? Students’ perceptions toward native speaking English teachers in Taiwan. English Language Teaching Journal, 2 (3), 44-54.

Yigitoglu, N. (2011). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth.  (2011): 275-276.

Yin Ling, C., & Braine, G. (2007). The attitudes of university students towards non-native speakers English teachers in Hong Kong. Regional Language Centre Journal, 38(3), 257-277.

Young, T. J. , Walsh, S. (2010). Which English? Whose English? An investigation of  ‘non-native’teachers’ beliefs about target varieties, Language, Culture and Curriculum, Volume 23, Issue 2.

Yousif, A. A. G. (1996). Variation in teachers’ talk: The effects of proficiency. International Journal of Applied Linguistics, 6(2) 257-273.

Zacharias, N.T. (2005). Teachers’ beliefs about internationally-published materials: A survey of tertiary English teachers in Indonesia, RELC Journal, 36(1), 23-37.

Zacharias, N.T. (2005). Teachers’ beliefs about the use of the students’ mother tongue: A survey of tertiary English teachers in Indonesia. EA Journal, 22(1), 44-52.

Zacharias, N.T. (2010). The teacher identity construction of 12 Asian NNES teachers in TESOL graduate program. The Journal of Asian TEFL, 7(2), 177-197.

Zacharias, N. (2010). Stories of mulilingual English teachers: Negotiating teacher identities in the land of the natives. Germany: VDM Verlag.

Zacharias, N.T. (2011). An English teacher struggle to establish voice in the periphery. K@ta, 13(1), 64-77.

Zacharias, N.T. (2012). EFL students’ understanding of their multilingual English identities. Electronic Journal of Foreign Language Teaching, 9(2), 233-244.

Zacharias, N. T. (2013). Navigating through the English-medium-of-instruction policy: Voices from the field. Current Issues in Language Planning. DOI:10.1080/14664208.2013.7827797.

Zacharias, N.T. and Manara, C. (2013). (Eds.) Contextualizing the pedagogy of English as an international language: Issues and tension. Newscastle Upon Tyne: Cambridge Scholars Publishing.

Zhang, F., Zhan, J (2014). The knowledge base of non-native English-speaking teachers: perspectives of teachers and administrators. Language and Education, 1-15.

Zhang, L. J. (2010). Negotiating language, literacy and identity: A sociocultural perspective on children’s language learning strategies in a multilingual ESL classroom in Singapore.  Applied Linguistics Review, 1, 247-270.

 Zhang, L. J. (2012). Moving beyond the native-nonnative divide: Message from the Chair. TESOL NNEST IS Newsletter. Alexandria, VA, USA: International Association.

 Zhang, L. J., Rubdy, R., Alsagoff, L. (Eds.). (2012). Asian Englishes: Changing Perspectives in a Globalized World. London & Singapore: Pearson Prentice Hall.

 Zhang, L. J. (2013). Opportunities and challenges for the NNESTs in a globalized world: Message from the outgoing Chair. TESOL NNEST IS Newsletter. Alexandria, VA, USA: TESOL International Association.

 Zhang, L. J., & Ben Said, S. (2014). Toward a global understanding of local initiatives in language teaching and teacher education: Global rules, local roles. In B. S. Said & L. J. Zhang (Eds.),Language Teachers and Teaching: Global Perspectives, Local Initiatives (pp. xix-xxx). London & New York: Routledge Taylor and Francis.

 Zhang, L. J., & Zhang, D. L. (2015). Identity matters: An ethnography of two non-native English-speaking teachers in a New English context. In Y. L. Cheung, S. Ben Said, & K. Park (Eds.),Advances and Current Trends in Language Teacher Identity Research. New York, NY: Routledge Taylor & Francis.

 Zhang, Y., Elder, C. (2011).  Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs? Language Testing, July 2014, 31 (3).

Zilber, T. B. (2015). Turning a disadvantage into a resource: Working at the periphery. European Management Journal.

Zou, H. (2014). A Study on Offering Chinese Culture Course for Non-English Major Students in China. Journal of Language Teaching and Research, 5(4), 819-824.

Zhou, J. (1999). How can a Chinese teacher of English succeed in oral English classes? The Internet TESL Journal, 5(7). Retrieved March 25, 2002, from http://iteslj.org/Articles/Zhou-SuccessfulTeacher.html.

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