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2013 - MWERA Annual Meeting Pages: unavailable || Words: 1369 words || 
1. LINTON, LEON. "Non-native English-speaking Teachers (NNEST) vs. Native English-speaking Teachers (NEST) in English as a Second Language (ESL) Program" Paper presented at the annual meeting of the MWERA Annual Meeting, Hilton Orrington Hotel, Evanston, Illinois, Nov 06, 2013 Online <PDF>. 2018-01-23 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: The purpose of this study was to evaluate an English as a second language (ESL) program using the logic model application to understand the differences (if any) in academic progress in learning English as a second language by students taught by native English-speaking instructors in comparison to the students taught by non-native English-speaking instructors. The study took place at the accredited suburban private for-profit college in the Midwestern metro area of the United States, with a large and diverse body of foreign students and over 100 instructors, both native and non-native English speakers. The results were applied to develop best practices for ESL program administrators and academic personnel. The findings were used to make recommendations about teachers’ recruitment, retention and management; student performance evaluations; classroom management; and program pricing, content and scheduling. Further research of the relationship between the study results and the attainment of institutional financial objectives was suggested.

2016 - The 62nd Annual Meeting of the Renaissance Society of America Words: 148 words || 
2. Bennett, Kristen. ""Which may be thus Englished": Code-Shifting, Rhetorical Sword-Fighting, and English Imperialism in Thomas Watson’s Hekatompathia" Paper presented at the annual meeting of the The 62nd Annual Meeting of the Renaissance Society of America, Park Plaza Hotel and Hynes Convention Center, Boston, MA, <Not Available>. 2018-01-23 <>
Publication Type: Panel Paper
Abstract: Although many know Tom Watson brandished his sword to defend fellow poet and playwright Christopher Marlowe in Hog’s Lane, only A.E.B. Coldiron (1996) seems to have hinted at the violence underlying Watson’s “smashing up” of sources, languages, and lyrics in his 1592 Hekatompathia. Watson’s series of 100 verses is often discussed in the context of its influence on then-conventional sonnet sequences, but this paper analyzes how Watson’s highly-visible translations and practices of code-shifting paradoxically authorize the English vernacular and enact an aggressive approach to translatio studii et imperii. Concurrently, Watson’s juxtaposition of over 200 Latin, Greek, and Italian sources (including himself) with his “Protrepticon” (in Latin), excessive headnote poetics, and multilingual marginalia performs a tour de force of classically-inspired linguistic gymnastics that, in their amplification and excess, rhetorically imitate the violence of English imperialism – and will be much imitated by Watson’s peers, notably Marlowe, Kyd, and Nashe.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 529 words || 
3. White, Jessica. "China's International English: Linguistic and Cultural Identity Formation through the Teaching of English as a Foreign Language in China" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2018-01-23 <>
Publication Type: Panel Paper
Abstract: This paper seeks to examine the ways in which the development and adjustment of linguistic and social identities impact the conveyance of culture in language classrooms. Specifically, the research will examine culture as it is projected in EFL classrooms in Chinese public schools that are taught by Chinese national teachers. Underlying examinations are likely to include the impact of English Language Acquisition on professional identity development for non-native English speaking EFL teachers (NNESTs); the impact of cultural exposure leading up to induction as an EFL instructor on cultural perspectives; and the relationship between each of these and an instructor's motivation to become and/or remain an EFL instructor in Chinese public schools.

This study will draw information empirically from survey responses and individual interviews of NNESTs who currently teach under the nationally funded and designed English language curriculum in China. Survey questions are being designed to explore the general experience of teachers, with reference to the pedagogy and methodology being utilized in their classrooms and how it appeals to culture in various ways. Interviews, then, will open and allow instructors to discuss their perspectives on the implementation and presentation of culture specifically. Questions and discussions are not intended to extract opinions on the programming of the Chinese government, nor to seek expression of opinion on Western culture. Simply put, this research will explore the nature of English as a culturally adaptable language in an environment that is particularly sensitive to the separation of its culture from others.

The significance for this research is that English as an International Language is growing as a global concept for scholars, policymakers and practitioners alike -- it is extending away from its imperialistic roots and proving that it, as a language, can adapt culturally. China, in the meantime and in response to this, has adopted a national EFL curriculum and the study of English is required for all students beginning in Middle School (Adamson, B. 2004) . This comes after centuries of China rejecting English due to its ties with Western culture. The adoption of the curriculum came simultaneously with the "boom" of English academies and EFL instruction in the late 90s to now (Tseng, S. 2011), suggesting that the government may have been hoping to maintain control of the ways in which Western culture was or was not conveyed through the study of the language.

This being the case, a review of the presentation of English as an International Language in China also gives way to an understanding of China's intentions for Western relations and future relationships with the Western world (Jin, L. 2003). By examining this perspective through the lens of public school teachers, conclusions might be drawn about the communication being passed to future generations, thereby providing implications for the future of those relationships.


Adamson, B. (2004). China's English: A history of English in Chinese education. Hong Kong:
Hong Kong University Press.
Jin, L., & Cortazzi, M. (2002). English Language Teaching in China: A Bridge to the Future.
Asia Pacific Journal of Education, 22(2), 53-64. doi:10.1080/0218879020220206
Tseng, S. (2011). Understanding Non-Native-English-Speaking Teachers’ Identity Construction
and Transformation in the English-Speaking Community: A Closer Look at Past, Present
and Future (Unpublished doctoral dissertation). Indiana State University.

2017 - AAAL Annual Conference Words: 47 words || 
4. Kling, Joyce. "English Medium Instruction (EMI): Non-native English-speaking Lecturers and Teacher Identity" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2018-01-23 <>
Publication Type: Colloquium Paper
Abstract: This study presents a model of teacher identity for university lecturers in Denmark that resulted from a qualitative teacher cognition study focused on ten experienced lecturers in the natural sciences and their perceptions of professional identity, expertise, and authority in an English medium instruction (EMI) university setting.

2017 - AAAL Annual Conference Words: 49 words || 
5. Sayer, Peter. "Does English Change the Equation? Social Class and English Teaching in Public Primary Schools in Latin America" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2018-01-23 <>
Publication Type: Colloquium Paper
Abstract: The expansion of English into the public primary curriculum in Latin America is often seen as a way to “open doors” or economic opportunities for students. The author examines how English instruction differs in classrooms across social classes, and asks if English changes the equation for working class children.

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