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Over the years, the nonnative English-speaking teachers (NNEST) movement in the field of teaching English to speakers of other languages (TESOL) has questioned the common practices, assumptions, and dilemmas faced by many NNESTs in different contexts. This volume carefully analyzes a number of these issues but takes them a step further by proposing a reexamination of such practices through a perspective grounded in multiculturalism, multilingualism, and diversity.
The book is organized around areas that discuss not only research and theory but also practical issues of interest for both native and nonnative professionals in TESOL. Thus, readers interested in the NNEST movement will find helpful the discussions and research reports about native versus nonnative norms in learning and teaching, the role of the first language (L1) in instruction, the status of nonstandard varieties of English, and issues of race and ethnicity faced by TESOL professionals worldwide. Such discussions will allow the reader to reflect on different practices in the field that go beyond...