Volume 12 Number 2 Web Version | Text Only Version | Print Version
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Leadership Updates
EDITORS' REMARKS
Rashi Jain, University of Maryland College Park, U.S.
Sunyung Song, Ohio State University, U.S.
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LETTER FROM THE CHAIR
Aiden Yeh, University of Birmingham, PhD Candidate
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Articles
DE-ACCENTUATION OF ACCENT IN ENGLISH AS A LINGUA FRANCA
Bedrettin Yazan, University of Maryland College Park, U.S.
Bengü Çalışkan Selvi, University of Maryland College Park, U.S.

The incredible growth in the number of people speaking English over the globe has led to the current linguistic diversity in English. Particularly, speakers of different Englishes adopt a variety of phonological modifications, which ignites the question of "standard" in pronunciation and poses a pedagogical challenge in teaching English language learners. Read More

MULTICULTURAL INFLUENCES: AN ESOL TEACHER-TO-BE REFLECTS
Shyueh-Rwong Clare Cheng, University of Maryland College Park, U.S.

Culture is defined as a set of shared decisions and beliefs among a group of people. Though people may adopt certain aspects of one or more mainstream cultures, they may also be influenced by subcultures such as those embedded within one's family. The author explores these ideas in this reflective piece and connects them to her goal of becoming an ESOL educator. Read More

READER'S THOUGHTS
Davi S. Reis, Duquesne University, U.S.

In response to Adcharawan Buripakdi's piece in the June 2010 issue of the NNESTIS Newsletter , Davi Reis recounts his own experiences regarding speaking English with a nonmainstream accent and argues that such narratives can encourage other nonnative English-speaking teachers to re-story their backgrounds and to see themselves as multicultural and multicompetent speakers (Cook, 1999). Read More

REVIEW OF NONNATIVE SPEAKER ENGLISH TEACHERS: RESEARCH, PEDAGOGY, AND PROFESSIONAL GROWTH
Kathleen Seyler, Ohio State University, U.S.

George Braine's new book synthesizes past and current research on the native-speaker and nonnative-speaker issues. He explores perceptions of teachers and challenges by combining empirical data with personal narratives. His analyses offer numerous suggestions for TESOL professionals to alleviate the disparity between native- and nonnative-speaker status. Read More

ABOUT THIS COMMUNITY
ABOUT THE NONNATIVE ENGLISH SPEAKERS IN TESOL INTEREST SECTION (NNESTIS)
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NNESTIS COMMUNITY LEADERS AND OFFICERS 2010-2011
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NNESTIS NEWSLETTER MISSION STATEMENT
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NNESTIS NEWSLETTER CALL FOR SUBMISSIONS
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NNESTIS NEWSLETTER CALL FOR NOMINATIONS FOR EDITORIAL VOLUNTEER POSITION
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TESOL AWARDS AND GRANTS
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NNEST RESOURCES
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NNEST OF THE MONTH BLOG
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