Lingue e Linguaggi

Shifting perspectives on native speaker teachers (And new roles for collaboratori linguistici?)

Abstract

Daloiso M. and Balboni P.E. 2012, La formazione linguistica nell’università, Edizioni Cafoscari, Venice.

Bernat E. 2009, Towards a pedagogy of empowerment: the case of ‘imposter syndrome’ among pre-service non-native speaker teachers in ESOL in “English Language Teacher Education and Development Journal” 11, pp 1-11.

Bhatt R.M. 2002, Experts, dialects, and discourse in “International Journal of Applied Linguistics” 12 [1], pp. 74-109.

Chomsky N. 1965, Aspects of the Theory of Syntax, MIT Press, Cambridge Mass.

Christiansen T. 2017, ELF-oriented attitudes to learning English in “Lingue e Linguaggi” 21, pp. 57-77.

Cook V. 1999, Going beyond the native speaker in language teaching, in “TESOL Quarterly” 33 [2], pp. 185-209.

Ellis R. 1994, Second Language Acquisition, Oxford University Press, Oxford.

Guarda M. and Helm F. 2017, A survey of lecturers’ needs and feedback on EMI training, in Ackerley K., Guarda M. and Helm F. (eds.), Sharing Perspectives on English-Medium Instruction, Peter Lang, Bern, pp. 167-194.

Harding L. 2013, Pronunciation assessment, in Chapelle C.A. (ed.), The Encyclopedia of Applied Linguistics, Blackwell, Oxford.

Howatt A.P.R and Smith R. 2014, The History of Teaching English as Foreign Language, from a British and European Perspective, in “Language and History” 57 [1], pp. 75-95.

Isaacs T. and Trofimovich P. 2012, Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings, in “Studies in Second Language Acquisition” 34 [3], pp. 475-505.

Jenkins J. 2000, The Phonology of English as an International Language, Oxford University Press, Oxford.

Jenkins J. 2014, English as a Lingua Franca in the International University, Routledge, London.

Mahboob A. 2004, Native or nonnative: What do students enrolled in an intensive English program think?, in Kammhi-Stein L. (ed.), Learning and teaching from experience: Perspective on nonnative English speaking professionals, University of Michigan Press, Ann Arbor, pp. 121-147.

Mahboob A. 2005, Beyond the native speaker in TESOL, in Zafar S. (ed.), Culture, Context, & Communication, Center of Excellence for Applied Research and Training & The Military Language Institute, Abu Dhabi, United Arab Emirates, pp. 60-93.

Mahboob A. 2010, The NNEST Lens: Non Native English Speakers in TESOL, Cambridge Scholars Publishing, Newcastle upon Tyne.

Mollin S. 2006, Euro English, Gunter Narr Verlag, Tubingen.

Newbold D. 2015, Engaging with ELF in an entrance test for European university students in Current Perspectives on Pedagogy for English as a Lingua Franca, Walter de Gruyter and Company, Berlin.

Phillipson R. 1992, Linguistic imperialism, Oxford University Press, Oxford.

Piccardo E. 2016, Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Phonological Scale Revision Report, Council of Europe, Strasbourg.

Seidlhofer B. and Widdowson H. 2017, Competence, Capability and Virtual Language, in “Lingue e Linguaggi” 24, pp. 23-36.

Selinker L. 1972, Interlanguage, in “International Review of Applied Linguistics” 10, pp. 209-231.

Trudgill P. 1999, Standard English: What it isn’t, in Bex T. and Watts R.J. (eds.), Standard English: The widening debate, Routledge, London, pp. 117-128.