Training Non-Native TESOL Students: Challenges for TESOL Teacher Education in the West

Non-Native Educators in English Language Teaching

Volumn , Issue , 2013, Pages 197-210

  Liu, Dilin ^a  

^a OKLAHOMA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85138962128     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045368-16     Document Type: Chapter

References (36)

1. Adler, P. S. (1977). Beyond cultural identity: Reflections upon cultural and multicultural man. In R. W. Brislin (Ed.), Culture Learning (pp. 24–41). Honolulu, Hawaii: East-West Center.
2. Allen, E. D., & Valette, R. M. (1994). Classroom techniques: Foreign languages and English as a second language. Prospect Heights, IL: Waveland Press.
3. Berns, M. (1990). Contexts of competence: Social and cultural considerations in communicative language teaching. New York: Plenum Press.
4. Burnaby, B., & Sun, Y. (1989). Chinese teachers' views of Western language teaching: Context informs paradigms. TESOL Quarterly, 23, 219–238.
5. Cahill, L. (1996, Spring). Forgoing the "other-culture" experience: English language teaching in the U.S. Newsletter: English as a Foreign Language (TESOL EFL Interest Section), 16, 1–2, 5.
6. Campbell, K. P., & Zhao, Y. (1993). The dilemma of English language instruction in the People's Republic of China. TESOL Journal, 2(4), 4–6.
7. Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27, 601–626.
8. Cullen, R. (1994). Incorporating a language improvement in teacher training programs. ELT Journal, 48, 162–172.
9. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251.
10. Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14, 175–187.
11. Directory of professional preparation programs in TESOL in the United States and Canada, 1995-1997. (1995). Alexandria, VA: Teachers of English to Speakersof Other Languages.
12. Dong, L. (1995). English in China. English Today, 11, 53–56.
13. Halleck, G. B., & Moder, C. L. (1995). Testing language and teaching skills of international teaching assistants: The limits of compensatory strategies. TESOL Quarterly, 29, 733–758.
14. Hodson, E. (1994, December/1995, January). TESOL methodology and theconstraints of context. TESOL Matters, 4(6), 21.
15. Holliday, A. (1994a). Appropriate methodology and social context. Cambridge, England: Cambridge University Press.
16. Holliday, A. (1994b). The House of TESEP and the communicative approach: The special needs of state English language education. ELT Journal, 48, 3–11.
17. Jiang, Y. (1995). Chinglish and China English. English Today, 11, 51–53.
18. Johnson, R. K. (1990). Developing teachers' language resources. In J. K. Richards & D. Nunan (Eds.), Second language teacher education (pp. 269–281). Cambridge, England: Cambridge University Press.
19. Judd, E. L. (1983). TESOL as a political act: A moral question. In J. Handscombe, R. A. Orem, & B. P. Taylor (Eds.), On TESOL '83 (pp. 265–273). Washington, DC: Teachers of English to Speakers of Other Languages.
20. Kachru, Y. (1994). Monolingual bias in SLA research. TESOL Quarterly, 28, 795–800.
21. Liu, D. (1995). Sociocultural transfer and its effect on second-language speakers' communication. International Journal of Intercultural Relations, 19, 253–265.
22. McKay, S. L., & Hornberger, N. H. (1994). Sociolinguistics and language teaching. Cambridge, England: Cambridge University Press.
23. Murdoch, G. (1994). Language development provision in teacher training curricula. ELT Journal, 48, 253–265.
24. Pennycook, A. (1989). The concept of method, interested knowledge, and politics of language teaching. TESOL Quarterly, 23, 589–618.
25. Phillipson, R. (1988). Linguicism: Structures and ideologies in linguistic imperialism. In J. Cummins & T. Skutnabb-Kangas (Eds.), Minority education: From shame to struggle (pp. 339–368). Clevedon, England: Multilingual Matters.
26. Phillipson, R. (1992). Linguistic imperialism. Oxford, England: Oxford University Press.
27. Phillipson, R., & Skutnabb-Kangas, T. (1995). Linguistic rights and wrongs. Applied Linguistics, 16, 483–504.
28. Prabhu, N. S. (1987). Second language pedagogy. Oxford, England:Oxford University Press.
29. Reid, J. M. (1995, December/1996, January). President's message: Let's put the "T" back in TESL/TEFL programs." TESOL Matters, 5 (6), 3.
30. Skutnabb-Kangas, T., & Phillipson, R. (1994). Linguistic human rights: Overcoming linguistic discrimination. Berlin, Germany: Mouton De Gruyter.
31. Sridhar, S. N. (1994). A reality check for SLA theories. TESOL Quarterly, 28, 800–805.
32. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–112.
33. Tollefson, J. W. (1988). Covert policy in the United States refugee program in Southeast Asia. Language Problems and Language Planning, 12, 30–42.
34. Tollefson, J. W. (1991). Planning language, planning inequality: Language policy in the community. Harlow, England: Longman.
35. Tollefson, J. W. (Ed.). (1995). Power and inequality in language education. Cambridge, England: Cambridge University Press.
36. Tyler, A. (1992). Discourse structure and the perception of incoherence in international teaching assistants spoken discourse. TESOL Quarterly, 26, 713–730.