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Abstract Teachers (non)nativeness has been one of the many controversial issues in the field of English language teaching. For a long time, theorists and English teaching practitioners have been involved in bitter debates on this issue. Many of them are trying to describe, compare, and contrast the advantages, and disadvantages possessed by both Native English Speaker Teachers (NESTs) and Nonnative English Speaker Teachers (NESTs). The dichotomy between NESTs and NNESTs begins to arise as the consequence of rapid development of English as an international language. The debate in English language teaching (ELT) lies on whether the teachers L1 background affects the success in language learning or not. Many of the research works have argued that the NNESTs are in a better position compare to their counterparts, since they have the privilege and the benefit of sharing the learners first language and cultural background (Cook, 1999; Llurda, 2004; Tang, 1997). However, many of
Scope: Teacher Education in the Era of World Englishes with sub-topic: issue of nativeness in teacher education
References: Billig, M. et al. (1988). Ideological Dillemas: A Social Psychology of Everyday Thinking. London: Sage.
Hold a Master of Science in Education degree from Intercultural Communication Program at Graduate School of Education, University of Pennsylvania, Philadelphia; a Fellow of International Fellowship Program (IFP) Ford Foundation Cohort V; and a Lecturer at English Department, Sampoerna School of Education, Jakarta. Email: rizal@sampoernaeducation.ac.id
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