Ten Principles of Bilingual Pedagogy in EFL

Cambridge Scholars Publishing
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The NNEST Lens: Non Native English Speakers in TESOL, 2010, 1, pp. 54 - 86
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Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).
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