Download AAUSC 2002: The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, The Near-Native, and the Non-Native Speaker (World Languages) fb2

Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.

Published November 14, 2002 by Heinle. There's no description for this book yet.

November 14, 2002, Heinle. Libraries near you: WorldCat.

Native and non-native teachers in the classroom. The privilege of the nonnative speaker

Native and non-native teachers in the classroom. System, 28(3), 355–372. 1016/s0346-251x(00)00017-8 CrossRefGoogle Scholar. The privilege of the nonnative speaker. Boston: Thomas, Heinle. Lasagabaster, . & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher?

Discourse competence in near-native speakers of French. Boston: Heinle and Heinle.

Discourse competence in near-native speakers of French. Unpublished doctoral dissertation, Indiana University, Bloomington. Ferdinand, A. (2002). Acquisition of syntactic topic marking in L2 French. In Broekhuis, H. & Fikkert, P. (Ed., Linguistics in the Netherlands (pp. 49–59). Amsterdam: Benjamins.

Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.

Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.

This paper explores the differences in usage of the term native speaker used in English and Russian ELT discourses. The case study employs comparative definitional analysis of the corresponding Russian and English terms and reveals both the common meaning and significant differences.