A number of articles in the TESOL Quarterly
in the last few years have addressed questions regarding "native" and "nonnative"
speakers and their roles in teaching English, and these articles make quite
interesting and thought-provoking reading. The TESOL Quarterly is
available in the library. I list the articles for your reference:
Vol. 31. No. 3, Autumn 1997
Leung, C., Harris, R., and Rampton, B. "The Idealised Native
Speaker, Reified Ethnicities, and Classroom Realities." 543-
Tang, C. "On the Power and Status of Nonnative ESL Teachers."
Amin, N. "Race and the Identity of the Nonnative ESL Teacher."
Pao, D.L., Wong, S.D., and Teuben-Rowe, S. "Identity Formation
for Mixed-Heritage Adults and Implications for Educators." 622-631.
[And other articles in this special issue on Language and Identity]
Vol. 33, No. 1, Spring 1999
Liu, J. "Nonnative-English-Speaking Professionals in TESOL."
85-102. [Accessible for students]
Vol. 33, No. 2, Summer 1999
Cook, V. "Going Beyond the Native Speaker in Language Teaching."
185-209. [A good place to begin; accessible to students]
Vol. 33, No. 3, Autumn 1999
Brutt-Griffler, J. and Samimy, K.K. "Revisitng the Colonial in the
Postcolonial: Critical Praxis for
Nonnative-English-Speaking Teachers in a TESOL Program." 413-431.
Vol. 34, No. 1, Spring 2000
Flowerdew, J. "Discourse Community, Legitimate Peripheral Participation,
and the Nonnative-English-Speaking Scholar."
[The first article in this issue, on age and L2 learning, is easy to
read, accessible to our students, and clarifies (if you agree with their
conclusions) important points about age]
Vol. 34, No. 2, Summer 2000
Milambiling, J. "How Nonnative Speakers as Teachers Fit Into the Equation."
Mattix, M. "Going Further Beyond the Native Speaker Model: A Remark
Concerning Language Models." 328-329.
Cook, V. "The Author Responds . . ." 329-332.