As non-natives are increasingly found teaching languages,
particularly English, both in ESL and EFL contexts, the
identification of their specific contributions and their main
strengths has become more relevant than ever. This volume provides
different approaches to the study of non-native teachers: NNS
teachers as seen by students, teachers, graduate supervisors, and
by themselves. It contributes seldom-explored perspectives, like
classroom discourse analysis, and social-psychological framework to
discuss conceptions of NNS teachers.
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