The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-natiove academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In...

Teaching English to the World: History, Curriculum, and Practice is a unique collection of English language teaching (ELT) histories, curricula, and personal narratives from non-native speaker (NNS) English teachers around the world. No other book brings such a range of international ELT professionals together to describe and narrate what they know best.
The book includes chapters from Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey. All chapters follow a consistent pattern, describing...

This collection of accounts by non-native speaker English teachers presents localized perspectives on the history & curricula of English language teaching and personal narratives of authors from around the world.

According to current estimates, about eighty percent of English teachers worldwide are nonnative speakers of the language. The nonnative speaker movement began a decade ago to counter the discrimination faced by these teachers and to champion their causes. As the first single-authored volume on the topic since the birth of the movement, this book fills the need for a coherent account that:

• traces the origins and growth of the movement
• summarizes the research that has been conducted
• highlights the challenges faced by nonnative speaker teachers
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