Article published In:
Australian Review of Applied Linguistics
Vol. 25:1 (2002) ► pp.71107
Amin, N.
(1997) Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580–583. DOI logoGoogle Scholar
Andrews, S.
(1994) The grammatical knowledge/awareness of native-speaker EFL teachers: what the trainers say. In M. Bygate, A. Tonkyn & E. Williams (Eds) Grammar and the language teacher. Hemel Hempstead, UK: Prentice Hall International.Google Scholar
(1997) Metalinguistic awareness and teacher explanation. Language Awareness, 6 (2 & 3), 147 – 161. DOI logoGoogle Scholar
Arva, V. & Medgyes, P.
(2000) Native and non-native teachers in the classroom. System, 28 (3), 355 – 372. DOI logoGoogle Scholar
Auerbach, E. R.
(1993) Re-examining English only in the ESL classroom. TESOL Quarterly, 27 (1), 9 – 32. DOI logoGoogle Scholar
(1995) The politics of power in the ESL classroom: issues of power in pedagogical choices. In J. W. Tollefson (Ed) Power and inequality in language education. Cambridge: Cambridge University Press.Google Scholar
Bailey, K. M., Berthgold, B. et al.
(1996) The language learner’s autobiography: examining the “apprenticeship of observation”. In D. Freeman & J. C. Richards (Eds) Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Birch, G.
(1992) Language learning case study approach to second language teacher education. In J. Flowerdew, M. Brock & S. Hsia (Eds) Perspectives on second language teacher education. Hong Kong: City University of Hong Kong.Google Scholar
Borg, S.
(1998) Teachers’ pedagogical systems and grammar teaching: a qualitative study. TESOL Quarterly, 32 (1), 9 – 38. DOI logoGoogle Scholar
(1999a) The use of grammatical terminology in the second language classroom: a qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95 – 126. DOI logoGoogle Scholar
(1999b) Teachers’ theories in grammar teaching. ELT Journal, 53 (3), 157 – 167. DOI logoGoogle Scholar
Braine, G.
(Ed) (1999) Non-native educators in English language teaching (Introduction). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Burns, A.
(1996) Starting all over again: from teaching adults to teaching beginners. In D. Freeman & J.C. Richards (Eds) Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Byram, M.
(1995) Intercultural competence and mobility in multinational contexts. Clevedon: Multilingual Matters.Google Scholar
Campbell, J.
(1985) Towards active voice: Report of the Committee of Review of the Adult Migrant Education Program. Canberra: AGPS, Department of Immigration and Ethnic Affairs.Google Scholar
Canagarajah, A. S.
(1999) Interrogating the "native speaker fallacy": non-linguistic roots, non-pedagogical results. In G. Braine (Ed) Non-native educators in English language teaching (pp. 77–92). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Cho, H. Y.
(1990) An examination of the relationship between teachers’ beliefs in ESL education and their teaching and assessment practices in their classrooms. M.Ed. (Hons) Thesis. University of Wollongong.Google Scholar
Clark, C.M. & Peterson, P.L.
(1986) Teachers’ thought processes. In M. C. Wittrock (Ed) Handbook of research on teaching London: Simon and Schuster Macmillan.Google Scholar
Crozet, C. & Liddicoat, A.J.
(1999) The challenge of intercultural language teaching. In J. Lo Bianco, A. J. Liddicoat & C. Crozet (Eds) Striving for the third place: intercultural competence through language education (pp. 103–112). Melbourne: Language Australia.Google Scholar
Crystal, D.
(1996) Playing with linguistic problems: from Orwell to Plato and back again. Georgetown University Round Table on Languages and Linguistics. Washington DC: Georgetown University Press.Google Scholar
Davies, A.
(1991) The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.Google Scholar
Dell’oso, A.
(1991) It’s more than just learning a language … it’s connecting with people, with politics, with history and with myself. ATESOL Newsletter, 17 (1), 1 – 5Google Scholar
Ericsson, K.A. & Simon, H.A.
(1980) Verbal reports as data. Psychological Review, 871, 215 – 251. DOI logoGoogle Scholar
Flowerdew, J.
(1998) Language learning experience in L2 teacher education. TESOL Quarterly, 32 (3), 529 – 535. DOI logoGoogle Scholar
Freeman, D.
(1994) Educational linguistics and the knowledge base of language teaching. Georgetown University Round Table on Languages and Linguistics. Washington DC: Georgetown University Press.Google Scholar
Freeman, D. & J.C. Richards, J.C.
(1993) Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27 (2), 193–216 DOI logoGoogle Scholar
Freeman, D. & Richards, J.C.
(1996) Prologue: a look at uncritical stories. Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Gibbons, J.
(1994) Depth or breadth? Some Issues in LOTE Teaching. Australian Review of Applied Linguistics, 17 (1), 1 – 22. DOI logoGoogle Scholar
Gower, R. & Walters, S.
(1993) Teaching practice handbook. Oxford, Heinemann.Google Scholar
Grosjean, F.
(1985) The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 61, 467 – 477. DOI logoGoogle Scholar
Hamers, J. F. & Blanc, M. H. A.
(1989, 1st ed). Bilinguality and bilingualism. Cambridge,: Cambridge University Press.Google Scholar
(2000, 2nd ed) Bilinguality and bilingualism. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Hammond, J. & Derewianka, B.
(1999) ESL and literacy education: revisiting the relationship. Prospect, 14 (2), 24 – 39.Google Scholar
Hawkins, E.
(1984) Awareness of language: an introduction. Cambridge: Cambridge University Press.Google Scholar
Hogan, S.
(1994) TESOL teacher competencies document. Sydney, ATESOL NSW: 171.Google Scholar
Howatt, A.P.R.
(1984) A history of English language teaching, Oxford: Oxford University Press.Google Scholar
Ianco-Worrall, A.D.
(1972) Bilingualism and cognitive development. Child Development, 431, 390 – 400. DOI logoGoogle Scholar
James, C.
(1999) Language awareness: implications for the language curriculum. Language, Culture and Curriculum, 12 (1), 94 – 115. DOI logoGoogle Scholar
Jessner, U.
(1999) Metalinguistic awareness in multilinguals: cognitive aspects of third language learning. Language Awareness, 8 (3 & 4), 201 – 209. DOI logoGoogle Scholar
Kachru, B. B.
(1995) World Englishes, approaches, issues and resources. In H. D. Brown & S. Gonzo (Eds) Readings on second language acquisition (pp. 229–260). New Jersey, Prentice-Hall.Google Scholar
Kamhi-Stein, L. D.
(1999) Preparing non-native professionals in TESOL: implications for teacher education programs. In G. Braine (Ed) Non-native educators in English language teaching (pp. 145–158). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Kramsch, C.
(1997) The privelege of the non-native speaker. Publication of the Modern Language Association of America, 1121, 359 – 369.Google Scholar
Leech, G.
(1994) Students’ grammar - teachers’ grammar - learners’ grammar. In M. Bygate, & A. Tonkyn (Eds) Grammar and the language teacher (pp. 17—30). Hemel Hempstead: Prentice-Hall.Google Scholar
Leech, G. & Svartvik, J.
(1994, 2nd ed). A communicative grammar of English Harlow, Essex: Longman.Google Scholar
Leung, C. & Teasdale, A.
(1998) ESL teacher competence: professionalism in a social market. Prospect, 13 (1), 4 – 23.Google Scholar
Liddicoat, A. J.
(1997) Everyday speech as culture: implications for language teaching. Australian Review of Applied Linguistics Series S (141), 55 – 70. DOI logoGoogle Scholar
Liu, J.
(1999) From their own perspectives: the impact of non-native ESL professionals on their students. In G. Briane (Ed) Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lortie, D.
(1975) Schoolteacher: a sociological study. Chicago: University of Chicago Press.Google Scholar
Lowe, T.
(1987) An experiment in role reversal: teachers as language learners. ELT Journal, 41 (2), 89 – 96. DOI logoGoogle Scholar
Martin, S.
(1998) New life, new language: the history of the Adult Migrant English Program. Sydney: National Centre for English Language Teaching and Research, Macquarie University.Google Scholar
Medgyes, P.
(1992) Native or non-native: who’s worth more? ELT Journal, 46 (4), 340 – 349. DOI logoGoogle Scholar
(1994) The non-native teacher. London: Macmillan.Google Scholar
(1999) Language training: a neglected area in teacher education. In G. Braine (Ed) Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Nisbett, R.E. & Wilson, T.D.
(1977) Telling more than we can know: verbal reports on mental processes. Psychological Review, 841, 231 – 259. DOI logoGoogle Scholar
Oda, M.
(1999) English only or English plus? The languages of EFL organizations. In G. Braine (Ed) Non-native educators in English language teaching (pp. 105–121). Mahwah: Lawrence Erlbaum.Google Scholar
O’Grady, C. & Wajs, M.
(1989) A bilingual approach to teaching English to adult migrants. Sydney: Curriculum Support Unit, NSW Adult Migrant Education Service.Google Scholar
O’Malley, Michael, J., Chamot, A.U., Stewner-Manzanares, G., Russo, R.P. & Kupper, L.
(1985) Learning strategy applications with students of English as a second language. TESOL Quarterly, 191, 557 – 584.Google Scholar
O’Neill, R.
(1991) The plausible myth of learner-centredness: or the importance of doing ordinary things well. English Language Teaching Journal, 45 (4).Google Scholar
Oxford, R.
(1990) Language learning strategies: what every teacher should know. New York,: Newbury House.Google Scholar
Ozolins, U.
(1993) The politics of language in Australia. Melbourne: Cambridge University Press.Google Scholar
Paikeday, T. M.
(1985) The native speaker is dead! Ontario: Paikeday Publishing.Google Scholar
Peacock, M.
(2001) Pre-service ESL teachers’ beliefs about second language learning. System, 29 (2), 177 – 195. DOI logoGoogle Scholar
Phillipson, R.
(1992) Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Rampton, M. B. H.
(1990) Displacing the native speaker. ELT Journal, 44 (2), 97 – 101. DOI logoGoogle Scholar
Richards, J. C.
(1998) Beyond training: perspectives on language teacher education. Cambridge: Cambridge University Press.Google Scholar
Romaine, S.
(1989) Bilingualism. Oxford: Basil Blackwell.Google Scholar
Rubin, J. & Thompson, I.
(1982) How to be a more successful language learner. Boston: Heinle and Heinle.Google Scholar
Schon, D. A.
(1983) The reflective practitioner: how professionals think in action. London: Temple Smith.Google Scholar
Shavelson, R. J. & Stern, P.
(1981) Research on teachers’ pedagogical thoughts, judgments, decisions and behaviour. Review of Educational Research, 51 (4), 455 – 498. DOI logoGoogle Scholar
Shulman, L.S.
(1987) Knowledge and teaching: foundations of the new reform. Harvard Education Review, 57 (1), 1 – 22. DOI logoGoogle Scholar
Skutnabb-Kangas, T.
(1996) Educational language choice—multilingual diversity or monolingual reductionism? In M. Hellinger & U. Ammon (Eds) Contrastive sociolinguistics (pp. 175–204). Berlin: Mouton de Gruyer. DOI logoGoogle Scholar
Smolicz, J. J.
(1994) Australia’s language policies and minority rights: a core value perspective. In R. Phillipson & T. Skutnabb-Kangas (Eds) Linguistic human rights: overcoming linguistic discrimination. Berlin: Mouton de Gruyter.Google Scholar
Swan, M. & Smith, B.
(Eds) (1987) Learner English—a teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.Google Scholar
Takada, T.
(2000) Sociopolitical concerns: the social status of L1 Japanese EFL teachers. TESOL Matters, 10 (3), on-line.Google Scholar
Tang, C.
(1997) On the power and status of nonnative ESL teachers. TESOL Quarterly, 31 (3), 577 – 580. DOI logoGoogle Scholar
Taniguchi, Y. & Taniguchi, O. M.
(1997) Monolingual or multilingual? teacher’s (sic) language in EFL classroom. ACTA-ATESOL (NSW) National Conference and 10th Summer School, Sydney.Google Scholar
Thornbury, S.
(1997) About language. Cambridge: Cambridge University Press.Google Scholar
Tollefson, J. W.
(1991) Planning language, planning inequality. Harlow, Essex,: Longman.Google Scholar
(1993/1994) Certificate in the Teaching of English as a Foreign Language to Adults: guidelines and regulations for centres, course tutors and assessors. Cambridge,: University of Cambridge Local Examinations Syndicate: 181.Google Scholar
(1996) CELTA: syllabus and assessment guidelines for course tutors. Cambridge: University of Cambridge Local Examinations Syndicate: 211.Google Scholar
Wallace, M.
1991Training foreign language teachers: a reflective approach. Cambridge: Cambridge University Press.Google Scholar
Waters, A., Sunderland, J. et al.
(1990) Getting the best out of ‘the language learning experience’. ELT Journal, 44 (4), 305 – 315. DOI logoGoogle Scholar
Wenden, A. & Rubin, J.
(Eds) (1987) Learner strategies in language learning. Hemel Hempstead, UK: Simon and Schuster.Google Scholar
Widdowson, H. G.
(1992) ELT and EL teachers: matters arising. ELT Journal, 46 (4), 333 – 339. DOI logoGoogle Scholar
(1994) The ownership of English. TESOL Quarterly, 28 (2), 377 – 389. DOI logoGoogle Scholar
Woods, D.
(1996) Teacher cognition in language teaching. Cambridge: Cambridge University Press.Google Scholar
Wright, T. & Bolitho, R.
(1993) Language awareness: a missing link in language teacher education? ELT Journal, 47 (4), 292 – 304. DOI logoGoogle Scholar
Cited by

Cited by 14 other publications

Ellis, Elizabeth
2013. The ESL Teacher as Plurilingual: An Australian Perspective. TESOL Quarterly 47:3  pp. 446 ff. DOI logo
Florence Ma, Lai Ping
2012. Advantages and Disadvantages of Native‐ and Nonnative‐English‐speaking Teachers: Student Perceptions in Hong Kong. TESOL Quarterly 46:2  pp. 280 ff. DOI logo
Ma, Lai Ping Florence
2012. Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education 23:1  pp. 1 ff. DOI logo
Han, Insuk
2016. Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities. English Teaching: Practice & Critique 15:1  pp. 129 ff. DOI logo
Han, Song-Ae
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  pp. 197 ff. DOI logo
Li, Li
2020. Teacher Cognition and Identity. In Language Teacher Cognition,  pp. 241 ff. DOI logo
Mathews-Aydinli, Julie
2008. Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners. Adult Education Quarterly 58:3  pp. 198 ff. DOI logo
Moussu, Lucie & Enric Llurda
2008. Non-native English-speaking English language teachers: History and research. Language Teaching 41:3  pp. 315 ff. DOI logo
Niesen, Heike
2018. The Development of Multilingual EFL Teachers’ Professional Vision and Practical Teaching Capabilities in Video-Based Surroundings – Do Language Learning Biographies Have an Impact?. ORBIS SCHOLAE 11:3  pp. 63 ff. DOI logo
Safford, Kimberly & Alison Kelly
2010. Linguistic capital of trainee teachers: knowledge worth having?. Language and Education 24:5  pp. 401 ff. DOI logo
Selvi, Ali Fuad
2014. Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement. TESOL Journal 5:3  pp. 573 ff. DOI logo
Walkinshaw, Ian & Duongthi Hoang Oanh
2014. Native and Non-Native English Language Teachers. SAGE Open 4:2  pp. 215824401453445 ff. DOI logo
Xu, Luyao & Yangyu Xiao
2023. Students’ perceptions of native/non-native English-speaking EMI teachers: Are NS teachers better than NNS teachers?. Frontiers in Education 7 DOI logo
Yang, Juan
2019. Understanding Chinese language teachers’ beliefs about themselves and their students in an English context. System 80  pp. 73 ff. DOI logo

This list is based on CrossRef data as of 21 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.