| Reference: | Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. Non-native educators in English language teaching, 93-104.
Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
Becker, H. S. (1970). Sociology work: Method and substance. New Brunswick, NJ: Transaction.
Beltrán Tovar, L. F. (2017). Investment and subject positioning in an EFL blended learning community of practice. [Unpublished master’s thesis] National Pedagogic University (Colombia)
Benson, P. (2013). Teaching and researching: Autonomy in language learning. New York, NY: Routledge.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
Bourdieu, P. & Wacquant, L. (2013). Symbolic capital and social classes. Journal of Classical Sociology, 13(2), 292-302.
Brinkmann, S. (2014). Interview. In Encyclopedia of critical psychology (pp. 1008-1010). New York: Springer.
Byram, M., & Feng, A. (Eds.). (2006). Living and studying abroad: Research and practice (Vol. 12). Multilingual Matters.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.
Chang, W. C. (2006). English language education in Taiwan: A comprehensive survey. Bimonthly Journal of Educational Resources and Research, 69, 129-144.
Chen, H. H. (2006). Imagining the other: The construction of whiteness in Taiwan. Arizona State University.
Chen, I. (2016). I Learn What I Need: Needs Analysis of English Learning in Taiwan. Universal Journal of Educational Research, 4(1), 1-5.
Crystal, D. (1997). English as a Global Language. New York: Cambridge University Press.
Darvin, R., & Norton, B. (2014a). Social class, identity, and migrant students. Journal of Language, Identity and Education, 13(2), 111–117.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
Duff, P. (2012). Case study research in applied linguistics. New York, NY: Routledge.
Fatemipour, H. (2013). Peripheral learning of English language: A comparison between ESL and EFL contexts provided for University students. Procedia-Social and Behavioral Sciences, 93, 1394-1397.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
Gordon, E. H. (2018). University study abroad in New Zealand: identity, ideology, and investment in English language learning (Doctoral dissertation). University of Otago, New Zealand.
Guo, Y., & Beckett, G. H. (2007). The Hegemony of English as Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, 40(1-2), 117.
Heath, S. B. (1981). English in our language heritage. Language in the USA, New York: Cambridge University Press, 6-20.
Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. New York, NY: Springer.
Hjerm, M. (1998). National identities, national pride and xenophobia: A comparison of four Western countries. Acta Sociologica, 41(4), 335-347.
Ho, M. C. (1998). Culture studies and motivation in foreign and second language learning in Taiwan. Language Culture and Curriculum, 11(2), 165-182.
Hsu, J. L. (2008). Glocalization and English mixing in advertising in Taiwan: Its discourse domains, linguistic patterns, cultural constraints, localized creativity, and socio-psychological effects. Journal of Creative Communications, 3(2), 155–183.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
Lan, P. C. (2006). Global Cinderellas: Migrant domestics and newly rich employers in Taiwan. North Carolina: Duke University Press.
Lan, P. C. (2011). White privilege, language capital and cultural ghettoisation: Western high-skilled migrants in Taiwan. Journal of Ethnic and Migration Studies, 37(10), 1669-1693.
Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584.
Liaw, E. (2012). Examining Student Perspectives on the Differences between Native and Non-native Language Teachers. Journal of Asia TEFL, 9(3).
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analyzing, and interpretation. Thousand Oaks, CA: Sage.
Liu, P. H. E., & Tannacito, D. J. (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22(4), 355-373.
Lo, Y. L. (2020). Self-positioning of two NNES International English teachers: A qualitative case study in Taiwan. National Chengchi University, Taipei, Taiwan.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
Norton, B., Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review, 67(4), 568-589.
Phillipson, R. (2012). Linguistic imperialism. The Encyclopedia of applied linguistics, 1-7.
Price, G. (2014). English for all? Neoliberalism, globalization, and language policy in Taiwan. Language in Society, 43(5), 567-589.
Schieffelin, B. B., & Ochs, E. (Eds.). (1986). Language socialization across cultures (No. 3). New York: Cambridge University Press.
Seilhamer, M. F. (2015). The ownership of English in Taiwan. World Englishes, 34(3), 370-388.
Shannon, S. M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and education, 7(3), 175-200.
Shao, Q. (2005). Social context and language acquisition: A Chinese child learning English as his second language in naturalistic preschool settings. State University of New York at Buffalo.
Sommers, S. (2005a). Foreign teachers as entry level workers in the cultural industry, retrieved from http://scottsommers.blogs.com/taiwanweblog/english_teachers_as_migrants/index.html
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.
Todd, R. W., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37(1), 23-33.
Tzeng, R. (2019). Beyond palatable: White privilege and Western immigrant restaurateurs in postcolonial Taiwan. International Area Studies Review, 22(2), 168-185.
Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.
Wu, K. H., & Ke, C. (2009). Haunting Native Speakerism? Students` Perceptions toward Native Speaking English Teachers in Taiwan. English Language Teaching, 2(3), 44-52 |
