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Abreu-e-Lima, D. M., de Oliveira, L. C., & Augusto-Navarro, E. H. (2007). Focusing on teaching from the get-go: An experience from Brazil. In M. Carroll (Ed.), Developing a New Program or Curriculum for Adults (TESOL Curriculum Development Series). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Alatais, J., & Straehle, C. (1997). The universe of English: Imperialism, chauvinism, and paranoia. In L. Smith &
M. Forman (Eds.), World Englishes 2000 (pp. 1-20). Honolulu: University of Hawaii.

Ali S.M., Al-Issa. (2005). An Ideological Discussion of the Impact of the NNESTs' English Language Knowledge on ESL Policy Implementation 'A Special Reference to the Omani Context.' Asian EFL Journal 7 (3).

Amin, N. (2001). Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. The CATESOL Journal, 13(1), 89-107.

Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31(3), 580-583.

Armour, W. (2004). Becoming a Japanese language learner, user, and teacher: Revelations from a life history research. Journal of Language, Identity, and Education 3(2), 101-125

Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.

Asante, M. (2006). Multiple identities of non-native English speaking teaching professionals:Ruminations of an African NNEST professional. ICIS Newsletter - A periodic newsletter for TESOL members. 4 (2).

Asao, T. (2005).  Tips for New Nonnative English-speaking Teachers. TESL Reporter, 38, 74-78.

Astor, A. (2000, June/July). A qualified nonnative English-speaking teacher is second to none in the field. TESOL Matters, 10(2), p. 19.

Auerbach, E. R. (1993). Reexamining English Only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.

Arva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. System 28, 355-372.

Bernat, E. (2008). Towards a Pedagogy of Empowerment: The case of ‘Impostor Syndrome’ among pre-service Non-Native Speaker Teachers in TESOL. English Language Teacher Education and Development Journal, Vol.11

Barratt, L. & Kontra, E. (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9 (3), 19-23.

Bailey, K. M. (September, 2002). Declarative knowledge, procedural knowledge, and the varieties of English we teach. NNEST Newsletter, 4(2), 1, 3-5.

Bayliss, D. and Vignola, M.-J. (2007). Training not-native second language teachers: the box of Anglophones FSL teacher candidates. The Canadian Review of the Living Languages.

Bayliss, D. et Vignola, M.-J. (2000).Assessing language proficiency of FSL teacher candidates: what makes a successful candidate. The Canadian Modern Language Review, 57 (2), 217-244.

Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10/2, 233-247.

Belcher, D., & Connor, U. (Ed.). (2001). Reflections on multiliterate lives. Clevedon: Multilingual Matters.

Benke and Medgyes, P. (2005). NonNative Language Teachers: Perceptions, Challenges and Contributions to the Profession, Differences in Teaching Behaviour Between Native and NonNative Speaker Teachers: As Seen By The Learners, in Llurda (ed), (N Y:Springer).

Bhatt, R. M. (2002). Experts, dialects, and discourse. International Journal of Applied Linguistics, 12(1), 74- 109.

Blyth, C. (Ed.) (2004). The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-native, and the Non-native Speaker American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUCS). Issues in Language Program Direction: A Series of Annual Volumes. Boston: Heinle.

Boecher, Y. (2005). Native and Nonnative English Speaking Teacher Distinctions: From Dichotomy to Collaboration. CATESOL Journal. 17(1).

Brady, B., & Gulikers, G. (2004). Enhancing the MA in TESOL practicum course for nonnative English-speaking student teachers. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 206-229). Ann Arbor, MI: University of Michigan Press.

Braine, G. (2010). Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. New York: Routledge.

Braine, G. (Ed.) (2005). Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum

Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum

Braine, G., Liu, J, & Kamhi-Stein, L. D. (1998). Statement of purpose: Nonnative English-speaking teachers caucus. Unpublished manuscript: Alexandria, VA: TESOL

Brinton, D. M. (2004). Nonnative English-speaking student teachers: Insights from dialogue journals. In L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals (pp. 190-205). Ann Arbor, MI: The University of Michigan Press.

Brutt-Griffler, J. (1998). Conceptual questions in English as a world language: Taking up an issue. World Englishes, 17(3), 381-392.

Brutt-Griffler, J, & Samimy K. K. (1999). Revisiting the colonial in the postcolonial: Critical praxis for nonnative English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413-432.

Butler, G. Y. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case Studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-278.

Canagarajah, A. S. (1999). Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Nonnative educators in English language teaching (pp. 145-158). Mahwah, NJ: Erlbaum.

Canagarajah, A. S. (Ed.). (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Erlbaum.

Carrier, A. K. (2003). NNS teacher trainees in Western-based TESOL programs. ELT Journal, 57, 242-250

Celik, S. (2006). A concise examination of the artificial battle between native and non-native speaker teachers of English in Turkey. Gazi University Kastamonu Education Journal, 14(2), 371-376.

Chacón, C., Alvarez, L., Brutt-Griffler, J., & Samimy, K. K. (2003).Dialogues around "Revisiting the colonial in the postcolonial: Critical praxis for Nonnative-English- speaking teachers in a TESOL program", by Janina Brutt-Griffler and Keiko K. Samimy (1999). In J. Sharkey, & K. E. Johnson (Eds.), The TESOL quarterly dialogues: Rethinking issues of language, culture, and power (pp. 141-150). Alexandria, VA: TESOL, Inc.

Chang, C. (1999). Teacher, you got it all wrong. Retrieved February 14, 200, from the World Wide Web:

Cheung, Y. L. (2007). The attitudes of university students in Hong Kong towards native and non-native teachers of English. RELC Journal, Vol. 38, No. 3, 257-277.

Chiba, R., Matsuura, H., & Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes, 14, 77-86.

Clayton, M. (2000). Foreign teaching assistants’ first test: The accent. Christian Science Monitor, 92(198), 14.

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-210.

Cook, V. (2000). Comments on Vivian Cook’s “Going beyond the native speaker in language teaching.” The author responds. TESOL Quarterly, 34(2), 329-332.

Crismore, A. (1996). Attitudes toward English in Malaysia . World Englishes, 15(3), 319-335.

Cruickshank, K., Newell, S. and Cole, S. (2003). Meeting English language needs in teacher education: A flexible support model for non-English speaking background students. Asia - Pacific Journal of Teacher Education. 31(3), 239-247.

Curran, M. E. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334–340.

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

Curtis, A. & Romney, R. Colour, Race and English Language Teaching: Shades of meaning (2006). Mahwah, NJ: Lawrence Erlbaum.

Davies, A. (2003). The native speaker: Myth and reality. Clevedon: Multilingual Matters Ltd.

Davies, A. (1991). The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.

Davies, E. E. (1983). Error evaluation: The importance of viewpoint. ELT Journal, 37(4), 304-311.

de Almeida Mattos, & Machado A. (1997). Native and non-native teacher: A matter to think over. Forum, 35(1). Retrieved March 29, 2002, from the World Wide Web,

de Oliveira, L. C. (2008). The importance of mentoring and collaboration for the preparation of native and nonnative English-speaking teachers. Contact, 34(2), 61-67

de Oliveira, L. C., & Richardson, S. L. (2001). Collaboration between native and nonnative English-speaking educators. The CATESOL Journal, 13(1), 123-134.

Dewi, A. (2007). Shifts in NNESTs’ Professional Identity:An Impact of Language and Culture Immersion. Asian EFL Journal, 9 (4).

Ding, D. (2000). Another multicultural classroom: Non-native teachers of native students. In T. L. Good & L. B. Warshauer (Eds.), In our own voice: Graduate students teach writing (pp. 146-152). Needham Heights, MA : Allyn & Bacon.

Dogancay-Aktuna, Seran & Hardman, Joel (Eds.) (2008) Global English Teaching and Teacher Education: Praxis and Possibility, Studies on TESOL Practice Series, Arlington, VA: TESOL Publications.

Dormer, J. E. (2006). Strength through difference?:  A study of coworker relationships between native English-speaking and nonnative English-speaking teachers in two school sites in Brazil and Indonesia. Unpublished doctoral thesis, Ontario Institute for Studies in Education, University of Toronto. Toronto, Ontario, Canada.

Edge, J. (1988). Natives, speakers, and models. JALT Journal, 9(2), 153-157.

Eguiguren, A. (2000). Expanding TESOL programs to include a world Englishes perspective. Australian Language Matters, 8(3), 3-4.

El-Banna, A. I. (1987). English language proficiency levels among non-native EFL teachers: An exploratory investigation. (ERIC Document Reproduction Service No. ED 299 823).

Ellis, L. (2002). Teaching from experience: a new perspective on the non-native teacher in adult ESL Australian. Review of Applied Linguistics 25, (1) pp. 71 - 107.

Faez, F. (2007). Preparing diverse teachers for diverse students: Perceptions of linguistic identity, experiences and teaching responsibilities in a Canadian teacher education program. Unpublished doctoral dissertation. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.

Farrell, T. S. C. (2001). Tailoring reflection to individual needs: A TESOL case study. Journal of Education for Teaching, 27(1), 23-28.

Faymonville, C. (2000). Against the paradigm of the native writer: Non-native strategies in the teaching of writing. In T. L. Good & L. B.Warshauer (Eds.), In our own voice: Graduate students teach writing (pp.130-138). Needham Heights, MA: Allyn & Bacon.

Finegan, T. A., & Siefried, J. J. (2000). Are student ratings of teaching effectiveness influenced by instructors' English language proficiency? American Economist, 44 (2), 17-29.

Flowerdew, J. (1999). TESOL Quarterly and non-native speaker-writers: An interview with Sandra McKay. Asian Journal of English Language Teaching, 9, (pp. 99-103). Retrieved February 14, 2001, from the World Wide Web:

Flynn, K., & Gulikers, G. (2001). Issues in hiring NNES professionals to teach ESL. The CATESOL Journal, 13(1), 151-160.

Frazier, S. & Phillabaum, S. (2012). How TESOL Educators Teach Nonnative English-Speaking Teacher.s The CATESOL Journal, 23(1), 155-181.

Fukumura, A.  (1993).  Qualifications of Language Teachers and English as an International.  TESL Reporter 26(1), 29-34.


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