International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document summarizes a paper presented at the 8th International Conference on Language and Development in Bangladesh in 2009. The paper explores the importance employers in Bangladesh place on English language skills when hiring. It finds that English ability is often used as a screening mechanism in recruitment and is considered a prerequisite for employment, especially in government jobs and organizations that work internationally. While English skills can provide opportunities, they also function to exclude many without access to English education. The paper examines literature showing graduates in other countries also struggle in jobs requiring English communication skills.
1. vol 11 no 1 mukminatus zuhriyah_the influence of students' creativity_1.14Faisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document discusses research on language in academia presented by Professor Anne-Wil Harzing. It covers three areas: 1) Language in International Business, focusing on how country of origin influences language policies and attitudes, and how language relates to power dynamics. 2) The impact of foreign language use on thoughts, feelings and behavior. Research shows language can influence responses through cultural accommodation. 3) Research on quality and impact of academic work, including critiques of citation databases and exploring how tools like Google Scholar provide a more inclusive view of global scholarship. The presentation aims to provide context for discussion on language issues in academia.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
The document discusses the value of a liberal arts education. It defines a liberal arts education as focusing on general intellectual abilities rather than technical or professional skills. It notes that liberal arts degrees teach critical thinking and transferable skills that can apply to many careers. The purpose of a liberal arts education is to create a well-rounded individual who is broadly informed, able to think critically, and empowered to act in their own best interest. Employers value the skills learned through a liberal arts education like critical thinking, problem solving, and communication. To maximize the value of a liberal arts degree, students should gain work or internship experience, participate in extracurricular activities, and network.
Liberal Education: Our Students' Best Preparation for Work and Citizenship – ...Robert Kelly
This document discusses the importance of liberal education for preparing students for work and citizenship in the 21st century. It argues that liberal education outcomes like critical thinking, communication skills, and ethical reasoning are valued by employers and important for civic engagement. While liberal education can provide these benefits, not all students currently receive such an education, with some being steered away from broad arts and sciences courses. Overall, the document makes the case that liberal education is essential for both individual and societal success in today's world.
The importance of a liberal arts educationcarlyanneravs
A liberal arts education provides students with practical skills that are valuable to employers such as effective communication, critical thinking, leadership skills, and the ability to innovate. Studies show that employers want graduates with these types of skills. Additionally, a liberal arts education cultivates lifelong learning, open-mindedness, and the value of education beyond vocational training. It prepares students for both career success and to be informed, engaged citizens.
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
This document summarizes a paper presented at the 8th International Conference on Language and Development in Bangladesh in 2009. The paper explores the importance employers in Bangladesh place on English language skills when hiring. It finds that English ability is often used as a screening mechanism in recruitment and is considered a prerequisite for employment, especially in government jobs and organizations that work internationally. While English skills can provide opportunities, they also function to exclude many without access to English education. The paper examines literature showing graduates in other countries also struggle in jobs requiring English communication skills.
1. vol 11 no 1 mukminatus zuhriyah_the influence of students' creativity_1.14Faisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document discusses research on language in academia presented by Professor Anne-Wil Harzing. It covers three areas: 1) Language in International Business, focusing on how country of origin influences language policies and attitudes, and how language relates to power dynamics. 2) The impact of foreign language use on thoughts, feelings and behavior. Research shows language can influence responses through cultural accommodation. 3) Research on quality and impact of academic work, including critiques of citation databases and exploring how tools like Google Scholar provide a more inclusive view of global scholarship. The presentation aims to provide context for discussion on language issues in academia.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
The document discusses the value of a liberal arts education. It defines a liberal arts education as focusing on general intellectual abilities rather than technical or professional skills. It notes that liberal arts degrees teach critical thinking and transferable skills that can apply to many careers. The purpose of a liberal arts education is to create a well-rounded individual who is broadly informed, able to think critically, and empowered to act in their own best interest. Employers value the skills learned through a liberal arts education like critical thinking, problem solving, and communication. To maximize the value of a liberal arts degree, students should gain work or internship experience, participate in extracurricular activities, and network.
Liberal Education: Our Students' Best Preparation for Work and Citizenship – ...Robert Kelly
This document discusses the importance of liberal education for preparing students for work and citizenship in the 21st century. It argues that liberal education outcomes like critical thinking, communication skills, and ethical reasoning are valued by employers and important for civic engagement. While liberal education can provide these benefits, not all students currently receive such an education, with some being steered away from broad arts and sciences courses. Overall, the document makes the case that liberal education is essential for both individual and societal success in today's world.
The importance of a liberal arts educationcarlyanneravs
A liberal arts education provides students with practical skills that are valuable to employers such as effective communication, critical thinking, leadership skills, and the ability to innovate. Studies show that employers want graduates with these types of skills. Additionally, a liberal arts education cultivates lifelong learning, open-mindedness, and the value of education beyond vocational training. It prepares students for both career success and to be informed, engaged citizens.
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
This document summarizes interviews conducted with 25 students participating in an English language and skills program in Dharavi, Mumbai, India. The students reflect on the importance placed on education by their families as a means of social mobility. While both male and female students value education, female students face additional family pressures to marry instead of continuing their education. All students recognize the importance of English language skills for employment opportunities and see learning English as a way to improve their socioeconomic status. They also discuss preferences within the community for private English-medium schools despite their higher costs, driven by the perceived value of English in today's world.
Literature Review Handout - Carnegie Mellon University Global Communication C...Jonathan Underwood
The literature review examines previous research on collecting and analyzing password data. Password data sets used in past studies all had limitations, such as being from security breaches which lack user context, or from self-reported data which may not be reliable. The paper aims to overcome these limitations by analyzing a corpus of over 25,000 real passwords collected from users and connected to each user's information, allowing for more comprehensive analysis than prior studies.
The document discusses a mobile English language learning project for disadvantaged youth in the Dharavi slum in Mumbai, India. It aims to examine how a mobile learning resource can provide sustainable support for participants' English language learning in the program. Preliminary observations found daily use of mobile resources aligned with classes, sharing with others, but challenges in impact measurement and technical issues for some. The action research methodology employs a cyclical approach to find more sustainable solutions through participant actions and reflection. External validity of findings is debated given the specific research context.
This document summarizes a study that analyzed the politeness strategies used in emails sent by Arab postgraduate students in Malaysian universities to their supervisors. The study used Brown and Levinson's politeness theory and CCSARP coding to analyze 18 emails from 6 Arab students. The findings showed that the students used both positive and negative politeness strategies and tended to be more direct in their requests. No indirect strategies were used. The study provides insight into the Arab students' politeness strategies to help avoid misunderstandings when communicating in English via email in an academic environment.
This document discusses issues related to English language proficiency testing based on native speaker varieties and proposes incorporating English as a lingua franca (ELF) into testing practices. It outlines how English spread globally through colonialism and how testing is still often based on dominant native varieties. However, it notes English is now used more as an international language between non-native speakers. The document examines problems with testing materials being culturally bound and issues around preparing students for specific tests. It proposes redefining English users based on competence rather than nativeness and recognizing ELF norms that promote mutual understanding between international users.
The document provides information about studying abroad at UW-L. It discusses utilizing the study abroad office for orientation and preparation. It emphasizes starting to plan early by budgeting money, utilizing the study abroad program database, and saving general education classes to take abroad. It also highlights potential challenges like expenses but notes financial aid applies and there are grants/scholarships. Studying abroad provides unique experiences and personal growth according to peer mentors.
The process of globalization has brought a number of modern issues and perspectives to the landscape of foreign language education including influences on EFL learners’ identity. Being exposed to local cultures together with foreign cultures raises critical questions vis-à-vis identity construction (Galajda, 2011; Guilherme, 2002; Houghton, 2013). Besides, as Niżegorodcew (2011) argues, questioning learners’ identity as simultaneously speakers of different national languages and English as a lingua franca (ELF) is at the heart of EFL concerns. Hence, much effort is highly recommended to investigate EFL learners’ identity in order to keep abreast of the growing issues including intercultural citizenship (Byram, 2009). In light of these controversial issues, the present paper provides a qualitative analysis about Moroccan EFL learners’ identity that reflects the desired profile of the ‘intercultural speaker’. The analysis is based on Byram’s framework of ICC (1997) that stresses mainly the ability of drawing on different cultural realities to highlight common issues and phenomena. Also, the paper aims at describing the development of the aforementioned identity among Moroccan EFL undergraduate learners. This paper, therefore, contributes to the extant literature on identity and intercultural communication.
This document discusses foreign language teaching and translation. It explores factors like culture, strategies, technology, effectiveness, and the development of foreign language programs and translation. It notes that many universities now include foreign language teaching due to globalization. Effective teaching requires understanding student factors, using technology like computers and the internet, and developing translation programs to train competent translators to meet society's needs. Overall it examines issues in foreign language instruction and improving translation education.
Regional Variation and Persian Word selectionEhsan Barzegar
This document summarizes a study that investigated the acceptance of words coined by the Iranian Academy of Persian Language and Literature (APLL) among students in Tehran. The study found that 62% of the first 25 APLL words that were used in media were accepted, while only 38% of the second 25 words with zero media usage were accepted. The study also found no significant relationship between acceptance of APLL words and factors like place of residence, dialect, or level of education. The document provides background on word selection and reviews previous literature on coining new words in Persian.
This is my presentation in JACET 54th International conference. It's just ongoing study but you can easily understand English is not so important and how important cultural study is!
This document summarizes Joel Bloch's research on using digital storytelling in argumentative academic writing pedagogy. It discusses how digital storytelling allows for more student autonomy and alternative forms of literacy by incorporating images and storytelling into writing. Bloch analyzes key differences between digital and print arguments, such as greater freedom in choosing and remixing texts. The conclusion states that digital storytelling is not a completely new genre but an extension of traditional argumentation that addresses similar problems while allowing more flexibility.
The New Bricolage: Assembling and Remixing Images in an Argumentative Textcherepaha
The document discusses using digital storytelling and multimodality in argumentative academic writing pedagogy. It explores how digital storytelling allows for greater student autonomy and alternative forms of literacy through visuals and remixing of images and text. While this represents an expansion of traditional genres, the document argues it does not constitute an entirely new genre but rather an extension of addressing similar problems through argumentation. Flexibility and transfer of skills to other contexts is possible but evidence is lacking and merits further exploration.
The document discusses a thesis arguing that white students' racial identities are complex, changing, and often contradictory. It prompts the reader to reflect on what it means to be white in an email responding to several questions and prompts reaction and discussion of how technology intersects with issues of race and privilege. The document also summarizes conclusions from Perry arguing that deeper examination may support desegregation/integration and that achieving integration requires dismantling racist school structures and developing new practices. It calls for rethinking what it means to be white and the political nature of racial identity for youth.
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
ARABIC LANGUAGE CHALLENGES IN TEXT BASED CONVERSATIONAL AGENTS COMPARED TO TH...ijcsit
This document discusses the challenges of building conversational agents (CAs) in Arabic compared to English. It outlines three main approaches to building CAs - natural language processing, sentence similarity measures, and pattern matching - and explores how each approach presents different challenges for Arabic versus English. Some key challenges for Arabic include its complex morphology system involving roots, affixes and patterns; omission of short vowels leading to ambiguity; and diglossia between modern standardized Arabic, classical Arabic, and various dialects. The document argues these features make it harder to understand and analyze user utterances in Arabic CAs compared to English CAs.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
E-Valuation The Emphasis of Cross Cultural Awareness in E-learning Testing an...Softinvent
The Emphasis of Cross Cultural Awareness in E-learning Testing and Evaluation Process
Equity within e-valuation
What elements cause difficulties and require the changes of the evaluation standards?
Toward the high-quality e-educational services
The document provides advice to students on how to leverage their international experiences to help get the jobs they want, including discussing what skills employers seek, examples of how to highlight relevant experiences from studying abroad in resumes and cover letters, and tips for preparing to discuss international experiences in job interviews. The document also provides sample resume and cover letter content, common interview questions, and advice on developing answers to showcase one's global competence gained from international experiences.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document summarizes interviews conducted with 25 students participating in an English language and skills program in Dharavi, Mumbai, India. The students reflect on the importance placed on education by their families as a means of social mobility. While both male and female students value education, female students face additional family pressures to marry instead of continuing their education. All students recognize the importance of English language skills for employment opportunities and see learning English as a way to improve their socioeconomic status. They also discuss preferences within the community for private English-medium schools despite their higher costs, driven by the perceived value of English in today's world.
Literature Review Handout - Carnegie Mellon University Global Communication C...Jonathan Underwood
The literature review examines previous research on collecting and analyzing password data. Password data sets used in past studies all had limitations, such as being from security breaches which lack user context, or from self-reported data which may not be reliable. The paper aims to overcome these limitations by analyzing a corpus of over 25,000 real passwords collected from users and connected to each user's information, allowing for more comprehensive analysis than prior studies.
The document discusses a mobile English language learning project for disadvantaged youth in the Dharavi slum in Mumbai, India. It aims to examine how a mobile learning resource can provide sustainable support for participants' English language learning in the program. Preliminary observations found daily use of mobile resources aligned with classes, sharing with others, but challenges in impact measurement and technical issues for some. The action research methodology employs a cyclical approach to find more sustainable solutions through participant actions and reflection. External validity of findings is debated given the specific research context.
This document summarizes a study that analyzed the politeness strategies used in emails sent by Arab postgraduate students in Malaysian universities to their supervisors. The study used Brown and Levinson's politeness theory and CCSARP coding to analyze 18 emails from 6 Arab students. The findings showed that the students used both positive and negative politeness strategies and tended to be more direct in their requests. No indirect strategies were used. The study provides insight into the Arab students' politeness strategies to help avoid misunderstandings when communicating in English via email in an academic environment.
This document discusses issues related to English language proficiency testing based on native speaker varieties and proposes incorporating English as a lingua franca (ELF) into testing practices. It outlines how English spread globally through colonialism and how testing is still often based on dominant native varieties. However, it notes English is now used more as an international language between non-native speakers. The document examines problems with testing materials being culturally bound and issues around preparing students for specific tests. It proposes redefining English users based on competence rather than nativeness and recognizing ELF norms that promote mutual understanding between international users.
The document provides information about studying abroad at UW-L. It discusses utilizing the study abroad office for orientation and preparation. It emphasizes starting to plan early by budgeting money, utilizing the study abroad program database, and saving general education classes to take abroad. It also highlights potential challenges like expenses but notes financial aid applies and there are grants/scholarships. Studying abroad provides unique experiences and personal growth according to peer mentors.
The process of globalization has brought a number of modern issues and perspectives to the landscape of foreign language education including influences on EFL learners’ identity. Being exposed to local cultures together with foreign cultures raises critical questions vis-à-vis identity construction (Galajda, 2011; Guilherme, 2002; Houghton, 2013). Besides, as Niżegorodcew (2011) argues, questioning learners’ identity as simultaneously speakers of different national languages and English as a lingua franca (ELF) is at the heart of EFL concerns. Hence, much effort is highly recommended to investigate EFL learners’ identity in order to keep abreast of the growing issues including intercultural citizenship (Byram, 2009). In light of these controversial issues, the present paper provides a qualitative analysis about Moroccan EFL learners’ identity that reflects the desired profile of the ‘intercultural speaker’. The analysis is based on Byram’s framework of ICC (1997) that stresses mainly the ability of drawing on different cultural realities to highlight common issues and phenomena. Also, the paper aims at describing the development of the aforementioned identity among Moroccan EFL undergraduate learners. This paper, therefore, contributes to the extant literature on identity and intercultural communication.
This document discusses foreign language teaching and translation. It explores factors like culture, strategies, technology, effectiveness, and the development of foreign language programs and translation. It notes that many universities now include foreign language teaching due to globalization. Effective teaching requires understanding student factors, using technology like computers and the internet, and developing translation programs to train competent translators to meet society's needs. Overall it examines issues in foreign language instruction and improving translation education.
Regional Variation and Persian Word selectionEhsan Barzegar
This document summarizes a study that investigated the acceptance of words coined by the Iranian Academy of Persian Language and Literature (APLL) among students in Tehran. The study found that 62% of the first 25 APLL words that were used in media were accepted, while only 38% of the second 25 words with zero media usage were accepted. The study also found no significant relationship between acceptance of APLL words and factors like place of residence, dialect, or level of education. The document provides background on word selection and reviews previous literature on coining new words in Persian.
This is my presentation in JACET 54th International conference. It's just ongoing study but you can easily understand English is not so important and how important cultural study is!
This document summarizes Joel Bloch's research on using digital storytelling in argumentative academic writing pedagogy. It discusses how digital storytelling allows for more student autonomy and alternative forms of literacy by incorporating images and storytelling into writing. Bloch analyzes key differences between digital and print arguments, such as greater freedom in choosing and remixing texts. The conclusion states that digital storytelling is not a completely new genre but an extension of traditional argumentation that addresses similar problems while allowing more flexibility.
The New Bricolage: Assembling and Remixing Images in an Argumentative Textcherepaha
The document discusses using digital storytelling and multimodality in argumentative academic writing pedagogy. It explores how digital storytelling allows for greater student autonomy and alternative forms of literacy through visuals and remixing of images and text. While this represents an expansion of traditional genres, the document argues it does not constitute an entirely new genre but rather an extension of addressing similar problems through argumentation. Flexibility and transfer of skills to other contexts is possible but evidence is lacking and merits further exploration.
The document discusses a thesis arguing that white students' racial identities are complex, changing, and often contradictory. It prompts the reader to reflect on what it means to be white in an email responding to several questions and prompts reaction and discussion of how technology intersects with issues of race and privilege. The document also summarizes conclusions from Perry arguing that deeper examination may support desegregation/integration and that achieving integration requires dismantling racist school structures and developing new practices. It calls for rethinking what it means to be white and the political nature of racial identity for youth.
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
ARABIC LANGUAGE CHALLENGES IN TEXT BASED CONVERSATIONAL AGENTS COMPARED TO TH...ijcsit
This document discusses the challenges of building conversational agents (CAs) in Arabic compared to English. It outlines three main approaches to building CAs - natural language processing, sentence similarity measures, and pattern matching - and explores how each approach presents different challenges for Arabic versus English. Some key challenges for Arabic include its complex morphology system involving roots, affixes and patterns; omission of short vowels leading to ambiguity; and diglossia between modern standardized Arabic, classical Arabic, and various dialects. The document argues these features make it harder to understand and analyze user utterances in Arabic CAs compared to English CAs.
Hatice Asvaroglu: Intercultural communicative competence: are language teache...eaquals
The document summarizes a study on the intercultural communicative competence of English as a foreign language teachers. It finds that most teachers had only a basic level of intercultural competence according to the European Profiling Grid benchmarks. While teachers understood the role of culture in language teaching, none identified developing intercultural competence as a goal of English instruction. Most activities focused on cultural awareness rather than analyzing stereotypes or cultural differences. The study concludes teacher training should better prepare instructors to develop learners' intercultural communicative abilities.
E-Valuation The Emphasis of Cross Cultural Awareness in E-learning Testing an...Softinvent
The Emphasis of Cross Cultural Awareness in E-learning Testing and Evaluation Process
Equity within e-valuation
What elements cause difficulties and require the changes of the evaluation standards?
Toward the high-quality e-educational services
The document provides advice to students on how to leverage their international experiences to help get the jobs they want, including discussing what skills employers seek, examples of how to highlight relevant experiences from studying abroad in resumes and cover letters, and tips for preparing to discuss international experiences in job interviews. The document also provides sample resume and cover letter content, common interview questions, and advice on developing answers to showcase one's global competence gained from international experiences.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document provides an analysis of the thematic and philosophical connections between Herman Hesse's novel Siddhartha and the ancient Indian text Bhagavad Gita. It discusses how Siddhartha's spiritual journey mirrors the three-part development of karma yoga, bhakti yoga, and jnana yoga described in the Gita. Key symbols in Siddhartha like the river and the syllable "Om" are also shown to relate to concepts in the Gita. By the end of his journey, Siddhartha achieves a state of transcendence and unity with all things, similar to the enlightened state described in the Gita. The document argues that reading Sidd
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document analyzes the determinants of labor productivity in the fishing industry in Maluku Province, Indonesia. It finds that average productivity is higher in Central Maluku than Southeast Maluku. In Central Maluku, more fishermen use rods and bobo nets while Southeast Maluku uses regular nets. In Central Maluku, family size, experience, fishing hours and market access positively impact productivity, while age, education, boats, credit, training and outside income negatively impact it. In Southeast Maluku, age, family size, boats and credit positively impact productivity, while education, experience, training, markets and outside income negatively impact it. The study concludes that improving factors like credit access, training and markets could increase productivity in both regions
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document summarizes a presentation on a research article that questions the distinction between native and non-native English speakers. It discusses how applied linguistics is redefining these concepts. While initially there was a fixed dichotomy, several researchers have critically examined the theoretical foundations and questioned if the distinction is necessary. The presentation outlines research showing non-native teachers can successfully teach English. It argues that both native and non-native teachers need training, and that the goal of English language teaching is developing users of the language rather than approximating native speakers. Overall, it advocates moving beyond the native/non-native distinction to a more nuanced understanding of all language users.
Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
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1) Internalized racism is reflected among English learners in post-colonial countries through an aspiration to achieve norm-referenced English proficiency while undermining local accents, reflecting a postcolonial ambivalence between rejecting and aspiring to ex-colonial values.
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The World of English Language Teaching.pptxJui-Jung
Dr. Jui-Jung Tsao discusses the complex world of English language teaching. There are many varieties of English spoken around the world for different purposes. Who teaches English and which variety is taught depends on factors like whether it is taught as a foreign or second language, for general purposes or specific fields like business, and whether content-based or immersion approaches are used. While native English speakers were traditionally seen as the best teachers, the roles of non-native English speaking teachers are increasingly recognized as valuable due to their shared experience learning the language and cultural understanding. The best teachers are those that are proficient in English and effective instructors regardless of whether they are native or non-native speakers.
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The Appropriateness in Advice-Giving From a Cross-Cultural PerspectiveYasser Al-Shboul
This cross-cultural study investigates the differences in the perceptions of the appropriateness in advice giving in English between American English native speakers (AEL1) and Jordanian learners of English as a foreign language (JEFL). Data were collected using an adopted version of a Multiple Choice Questionnaire (MCQ) by Hinkel (1997). The questionnaire consists of eight situations that required advice giving or opting out to a peer acquaintance (equal status) and an instructor (higher status). Each situation was accompanied by three MC selections in random order: direct advice, hedge advice, and indirect comments. The fourth selection was an explicit choice for opting out that remained constant for all selections. Results revealed that both groups have the same perception of the social distance in the situations involving peer acquaintance and instructor. They, however, differed in the types of advice they showed as the appropriate choice. JEFL participants considered direct advice or hedge advice as appropriate option to be used with peer acquaintance and with instructors where in American culture the AEL1 participants found these strategies as least likely appropriate. The paper suggests EFL programs that promote awareness for JEFL on various appropriate conversational strategies in English. The results are expected to be useful information in cross-cultural comparison studies and other related areas.
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Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar.
Acculturation And Overseas Assignments A Review And Research AgendaJim Webb
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A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
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terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
29 An Intercultural Study of Refusal Strategies in English between Jordanian ...Yasser Al-Shboul
This document summarizes a study that investigated the similarities and differences in refusal strategies used by Jordanian and Malay postgraduate students in English. Data was collected using a modified Discourse Completion Test where situations requiring refusal were read aloud and participants responded verbally. Responses were analyzed based on refusal strategy frequency and type. Key findings were that both groups used similar strategies like excuses and explanations most frequently. However, Jordanians used indirect strategies more often than Malays. Additionally, Jordanians expressed gratitude less when refusing equals or lower status individuals. The study aimed to contribute to understanding intercultural communication between these groups.
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This document provides a literature review and background on language choice in multinational corporations. It discusses how MNCs often introduce a common corporate language, usually English, to facilitate communication among a multilingual workforce. The review examines previous research on language usage at MNC headquarters that found employees have situations where they can choose between the corporate language or local languages. The research question explores employees' perceptions and reasons for choosing corporate versus local languages. Interviews with employees at the Dutch headquarters of Mobover, a linguistically diverse MNC, will provide data for the study.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
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1) Teachers found it difficult to explain new vocabulary and grammar points without being able to use students' native languages. They had to rely more on visual aids, simplifying language, and reducing explicit grammar instruction.
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This document summarizes a study that examined how social factors influence the academic performance of first-year sociology students at the University of Johannesburg in South Africa. The study surveyed 210 students and analyzed how variables like home language, type of high school attended, being a first-generation student, living/study space, and family structure impacted academic achievement. The results showed that home language, type of high school, and living/study space significantly affected student performance.
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D0372026028
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 3 Issue 7 ǁ July. 2014 ǁ PP.26-28
www.ijhssi.org 26 | P a g e
Moving Towards Unbiased ELT Teacher Selection: How True Is That ?
Elham Zakeri
Freelance English Teacher
ABSTRACT : With emergence of the EIL(English as an International Language),most of the researchers
claim that it would be better if we moved from the dichotomy of native/non-native teachers towards the
continuum of such entities. In other words, theoretically the trend is not to categorize ELT pedagogues
according to their nationality but in practice it is almost the opposite still. The recruiters, universities and
institutes call for native speakers of the language in their advertisements and announcements. In this article, 83
online advertisements sent to the author’s email by an institute in Istanbul were analyzed to see how this bias is
still prevalent in the English teaching and employment realm. Surprisingly enough, in majority of the cases,75
out of 83,the very word ‘native speaker’ was stated in the advert as the main criteria for being eligible as a
potential candidate for the mentioned job vacancy. In only 5 cases they had mentioned they would consider the
non-native English teachers with proficiency in Turkish language. In the other 3 ads the combination ‘near
native speaker’ was demanded as a significant factor in the selection process. Hence, in the light of such
analysis we can observe that there is a wide gap between theory and practice in the field and this paper is a call
for more research in this case and more importantly an invitation to fill the gap by being less biased in the
recruitment process regarding the native/non-native dichotomy.
KEY WORDS: EIL, Teacher Selection, Native-non-native teachers
I. INTRODUCTION
Once English belonged to the people solely speaking the language but now it no longer belongs to any
one kind of people; it is an international language and belongs to everyone who uses it. As EIL expands,
bilingual speakers use English on a daily basis within their own countries (McKay, 2002: 49). However, in the
recruitment process the hiring managers are still looking for the native speakers although there are many calls
for the nondiscriminatory practices in the field. For instance according to NNEST Caucus, we should create a
nondiscriminatory professional environment for all TESOL members regardless of native language and place of
birth (http://nnest. moussu.net/purpose.html). Many scholars in the field consider the discrimination a political
one rather than a linguistic one (e.g. Canagarajah, 1999; Edge, 2006; Kubota, 2001; Kumaravadivelu, 2003,
2007; Pennycook, 1994, 1998; Phillipson, 1992). Nayar strongly disagrees with the native-nonnative dichotomy
stating ‘the native-nonnative paradigm and its implicational exclusivity of ownership is not only linguistically
unsound and pedagogically irrelevant but also politically pernicious, as at best it is linguistic elitism and at worst
it is an instrument of linguistic imperialism’ (Nayar, 1994). At times the native-non-native-speaker distinction is
discredited ( e.g. Jenkins,2000) or treated with ambivalence (Davies,2006) .The other terminology for the
native-nonnative might be Center and Periphery. Center and Periphery might be thought of as geographical
mainly but Holiday(2005) takes them as ideas rather than geographical entities. That is to say whether to label
someone as an insider or outsider to the group. Kumaravadivelu (2006) connects Centered globalization with the
self-marginalization of non-native speaker educators, where ‘the periphery surrenders its voice and vision to the
centre’ and ‘knowingly or unknowingly’ they ‘legitimize the characteristics of inferiority attributed to them by
the dominating group.
The discrimination issue arises out of competition. Nonnative speakers having to compete for teaching
jobs with native speakers who are professionally less well qualified but have the advantage of speaking the
language as their L1 (Holliday, 2005; Kamal, 2006; Mora Pablo, 2006; Shao, 2005). This has become more
apparent in recent years because of the increasing mobility of non-native speaker educators and the
acknowledgement that they do travel outside their traditional home settings to become world educators
alongside native speakers(Holliday, 2005; Kubota, 2001). Native speakers with no qualifications and experience
are favored over the qualified non-natives who are considered unemployable at all.Braine (1999) emphasizes
that ‘no issue is more troubling than that of discrimination in employment’ but it ‘is rarely mentioned in the
popular literature in ELT’. The discrimination is mostly felt by the ones who have actually experienced it for
real. Braine (1998) offers two main excuses for discrimination against nonnative teachers. First is the most
commonly used excuse that English language learners prefer native-speaker teachers.
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Another frequently cited reason for not hiring NNS English teachers is the complex legal process that
employers must go through in order to recruit foreigners.Not only the geographical boundaries but also the way
a teacher looks influences the process of recruitment. that is to say some recruiters might reject an applicant
simply by checking the photograph and labeling them as colored in terms of skin color or non-Western (Kubota
et al.,2005) . According to Red-Baer (1995, in Sahin, 2005) ‘an inexperienced Caucasian will be chosen over a
much better qualified foreigner’ because English teachers are more often than not selected ‘by their looks than
their qualifications’. Conversely, for many NNS English teachers, qualifications, ability, and experience are of
little help in the job market (Braine, 1998). These perceived notions about the ‘generalized Other’ are so strong
that many times candidates that seem to belong to the ‘Other’ camp are disqualified much before the interview
stage. This can be terribly frustrating for an entire group of people who are ‘denied what they have been trained
to do’ (Braine, 1998). Raddaoui cites an actual job advertisement in his article that blatantly announces the
requirement for ‘native English speakers with western faces and neutral accent’ (Raddaoui, 2005: 120). At
times, even sounding like a native speaker is not sufficient and the appearance and passport origin of the
instructor is of great significant to the hiring staff. If not a NS ,the applicants prove their proficiency by
obtaining a high score in IELTS examination. This happens in cases when the job applicant gets a chance for
being interviewed. There are cases where the cultural and racial prejudice attached to the label place people in
the non-native speaker group when they have no linguistic reason to be there. These cases suggest that not
simply being a non-native speaker, but being called a non-native speaker is itself a form of discrimination.
A significant work is done by Ali(2009) in the Gulf Corporation Council (GCC) Countries regarding the
discrimination faced by the outer circle teachers in those regions. She announces that whether it is a
precondition of the local authorities or a wish of the outsourced management, English teachers from the Outer
and Expanding Circles3 have never filled teaching positions in well-established private schools, colleges and
universities in the GCC (Ali,2009). This is the case despite TESOL’s vehement opposition to discrimination in
hiring practices (Braine, 1999: xvi; TESOL Member Resolution Against Discrimination on the Grounds of
Nationality, 1999). One of the major goals of TESOL’s NNEST (Non-native English Speakers in TESOL)
caucus is ‘to create a nondiscriminatory professional environment for all TESOL members regardless of native
language and place of birth’ (Braine, 1998). She also maintains that from the interviews and survey that teachers
from the Outer Circle face discrimination in the hiring process of English teachers in the GCC while students,
who are also stakeholders, cannot always differentiate clearly between a native and a non-native English teacher
(Ali,2009).
After highlighting the direct discrimination between native-nonnative groups, now the recruiters are
attempting to alter the language by mentioning near-native or native-like vocabularies in the ads. Mahboob
notices a similar trend as well stating ‘the discriminatory discourse in job ads has shifted from requiring native
speaker to requiring candidates from a list of specified inner circle countries; interestingly, these are all White
Anglo-English dominated countries. This change in the lexicon is a thin veil that attempts to hide the racial and
L1-based discrimination in the field.(Mahboob, 2007).All this introduction and review of the related literature
led the researcher to analyze a series of advertisements sent to her via email from an institute located in Istanbul
which is responsible for training international English teachers. The main idea came to my mind after carefully
studying Ali(2009)’s work.
II. METHODOLOGY
To carry out this research the job advertisements were scrutinized thoroughly for the words such as
‘native speaker’ or ‘only native speaker’ or ‘near-native speaker’. The adverts were sent to the researcher
throughout one year. 83 ads were analyzed to carry out this research.
III. RESULTS AND DISCUSSION
Surprisingly enough, the majority of the recruiters asked for the native speakers solely. They
emphasized this either in bold format or repeated it to make sure that only native teachers applied for the
position. In 75 out of 83,the very word ‘native speaker’ was stated in the advert as the main criteria for being
eligible as a potential candidate for the mentioned job vacancy. In only 5 cases they had mentioned they would
consider the non-native English teachers with proficiency in Turkish language. In the other 3 ads the
combination ‘near-native speaker’ was demanded as a significant factor in the selection process. The researcher
as a non-native applied for most of the positions but didn’t even get a response. Only in three cases, a reply was
sent and the hiring managers didn’t offer an interview as soon as they realized the applicant wasn’t located in
Turkey.This research is another confirmation to prove the discrimination in the ELT realm against NNTs. This
discrimination is still prevalent despite all the calls to treat all the pedagogues of the field equally and offer jobs
to all the candidates who have been trained to do so.
3. Moving Towards Unbiased Elt Teacher…
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IV. CONCLUSIONS AND IMPLICATIONS
We believe that NNESTs need to position themselves in their contexts, contest social inequity, and
express their ‘voice’ to gain empowerment and promote change in their own realities. This transformation
demands a ‘conscientization’ so that individuals become aware of their contextual realities and the actions that
alienate them (Chácon & Girardot, 2006, citing Freire) .Mahboob (2007) believes that several concrete steps can
be taken by teachers from the Outer Circle to create a more professional and nondiscriminatory atmosphere in
English language teaching. He suggests that non-native teachers should become familiar with literature on
World Englishes and that they should question the native-speaker-as-model in SLA research. Of course these
can be beneficial provided that the teacher gets a chance to have an interview and not judged by the foreign-
looking names and photos.
REFERENCES
[1] Ali, S. (2009). Teaching English as an International Language in the Gulf Corporation Council Countries: The Brown Man’s
Burden. In F. Sharifian(ed.) English as an International Language: Perspectives and Pedagogical issues (pp 34-57).
Multilingual Matters.
[2] Braine, G. (1998) NNS and Invisible Barriers in ELT. On WWW at http://nnest. moussu.net/history.html.
[3] Braine, G. (1999) Non-Native Educators in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
[4] Canagarajah, S. (1999) Resisting Linguistic Imperialism. Oxford: Oxford University Press.
[5] Davies, A. (2006) The native speaker in applied linguistics. In A. Davies and C. Elder (eds) The Handbook of Applied Linguistics
(pp. 431–450). Oxford: Blackwell.
[6] Edge, J. (ed.) (2006) (Re)locating TESOL in an Age of Empire: Language and Globalization. London: Palgrave.
[7] Holliday, A.R. (2005) The Struggle to Teach English as an International Language. Oxford: Oxford University Press.
[8] Jenkins, J. (2006) Global intelligibility and local diversity: Possibility or paradox? In R. Rudby and M. Saraceni (eds) English in
The World (pp. 32–39). London: Continuum.
[9] Kamal, A. (2006) The challenges and experiences of teaching in Kuwait. Unpublished paper presented at the Cutting Edges:
Classrooms, People and Cultures, Department of Language Studies, Canterbury Christ Church University.
[10] Kubota, R. (2001) Discursive construction of the images of US classrooms. TESOL Quarterly 35 (1), 9–37.
[11] Kubota, R., Bashir-Ali, K., Canagarajah, S., Kamhi-Stein, L., Lee, E. and Shin, H. (2005) Race and (non)nativeness in English
language teaching: A brief report. NNest Newsletter 7 (2).
[12] Kumaravadivelu, B. (2003) Problematizing cultural stereotypes in TESOL. TESOL Quarterly 37 (4), 709–719.
[13] Kumaravadivelu, B. (2006) Dangerous liaison: Globalization, empire and TESOL. In J. Edge (ed.) (Re)locating TESOL in an
Age of Empire: Language and Globalization (pp. 1–26). London: Palgrave.
[14] Kumaravadivelu, B. (2007) Cultural Globalization and Language Education. Yale: Yale University Press.
[15] Mahboob, A. (2007) The native model fallacy in SLA: What can we do about it? TESOL NNEST Newsletter 9 (1).
http://www.tesol.org//s_tesol/article.asp?vi d=151&DID=8552&sid=1&cid=718&iid=8545&nid=2982.
[16] McKay, S. (2002) Teaching English as an International Language. Oxford: Oxford University Press.
[17] Mora Pablo, I. (2006) Power, identity, and language learning in Mexico. Unpublished paper presented at the Cutting Edges:
Classrooms, Cultures and People, Department of Language Studies, Canterbury Christ Church University.
[18] Nayar, P.B. (1994) Whose English is it? TESL-EJ 1 (1). On WWW at http://wwwwriting. berkeley.edu/TESL-EJ/ej01/f.1.html.
[19] Pennycook, A. (1994) The Cultural Politics of English as an International Language. London: Longman.
[20] Pennycook, A. (1998) English and the Discourses of Colonialism. London: Routledge.
[21] Phillipson, R. (1992) Linguistic Imperialism. Oxford: Oxford University Press.
[22] Raddaoui, A.H. (2005) Bridging the native non-native gap in ELT. In Z. Syed (ed.) Culture, Context, and Communication in
English Language Teaching. Military Language Institute: Abu Dhabi.
[23] Sahin, I. (April 2005) The effect of native speaker teachers of English on the attitudes and achievement of learners. Journal of
Language and Linguistic Studies 1 (1). On WWW at http://www.jlls.org/Issues/Volume1/No.1/ismetsahin.pdf.
[24] Shao, T. (2005) Teaching English in China: NNESTS need not apply. NNEST Newsletter 7 (2).