Llurda, E. (ed) Non-Native Language Teachers. Perceptions, Challenges and Contributions to the Profession. New York, NY: Springer, 2005.
ISBN: 0-387-24566-9.
Este libro es una aportación al creciente interés en el estudio del profesorado no-nativo de lenguas, con una mirada especial a: 1) las percepciones que de él se tiene; 2) los desafíos que debe afrontar, y 3) las contribuciones específicas que realiza en el ejercicio de la docencia de lenguas segundas y extranjeras.
El libro consta de 15 capítulos, agrupados en 5 apartados:
- PART I - Setting up the stage: Non-native teachers in the twenty-first century
. Cap. 1 - Looking at the perceptions, challenges, and contributions... or the importance of being a non-native teacher (E. Llurda, U. de Lleida)
. Cap. 2 - A history of research on non-native speaker English teachers (G. Braine, Chinese U. of Hong Kong)
. Cap. 3 - Cultural studies, foreign language teaching and learning practices, and the NNS practitioner (M. Modiano, U. de Gavle, Suecia)
- Part II - NNS teachers in the classroom
. Cap. 4 - Basing teaching on the L2 user (V. Cook, U. of Newcastle upon Tyne, UK)
. Cap. 5 - Codeswitching in the L2 classroom: A communication and learning strategy (E. Macaro, U. of Oxford, UK)
. Cap. 6 - Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk (J. M. Cots & J. M. Díaz, U. de Lleida)
. Cap. 7 - Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts (A. McNeill, Chinese U. Hong Kong)
- Part III - Perspectives on NNS teachers-in-training
. Cap. 8 - Non-native TESOL students as seen by practicum supervisors (E. Llurda, U. de Lleida)
. Cap. 9 - Chinese graduate teaching assistants teaching freshman composition to native English speaking students (J. Liu, U.Arizona)
. Cap. 10 - Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context (T. M. Derwing & M. J. Munro, U. of Alberta & Simon Fraser U., Canadá)
- Part IV - Students' perceptions of NNS teachers
. Cap. 11 - Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners (E. Benke & P. Medgyes, Budapest Business School & Eotvos Lorand U., Hungría)
. Cap. 12 - What do students think about the pros and cons of having a native speaker teacher? (D. Lasagabaster & J. M. Sierra, U. del País Vasco)
. Cap. 13 - 'Personality not nationality': Foreign students' perceptions of a non-native speaker lecturer of English at a British university (D. Pacek, U. of Birmingham, UK)
- Part V - NNS teachers' self-perceptions
. Cap. 14 - Mind the gap: Self and perceived native speaker identities of EFL teachers (O. Inbar-Lourie, Beit Berl College, Israel)
. Cap. 15 - Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research (K. Rajagopalan, State U. of Campinas, Brasil).
Podéis encontrar información sobre como adquirir el libro en la siguiente dirección web:
http://www.springeronline.com/sgw/cda/frontpage/0,11855,5-40356-72-40315145-0,00.html