References
- Canagarajah, S. (1999). Interrogating the “Native Speaker Fallacy”: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77–92). Mahwah, NJ: L. Erlbaum Associates.
- Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767–785. doi:10.1002/tesj.166
- Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157–181. doi:10.2307/40264515
- Larsen-Freeman, D. (2014). Teaching grammar. In M. Celce-Muria, D. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 256–270). Boston, MA: Cengage Learning.
- Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistic in Language Teaching, 52(2), 99–126.
- Matsuda, A., & Friedrich, P. (2012). Selecting an instructional variety for an EIL curriculum. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 17–27). Toronto: Multilingual Matters.
- McKay, S. L., & Brown, J. D. (2016). Teaching and assessing EIL in local contexts around the world. New York: Routledge.
- Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340–349.
- Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
- Richard, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed). London: Longman.
- Risager, K. (2016). Lingua francas in a world of migrations. In P. Holmes & F. Dervin (Eds.), The cultural and intercultural dimensions of English as a lingua franca (pp. 33–49). Bristol: Multilingual Matters.
- Tajino, A., & Tajino, Y. (2000). Native and non - native: What they can offer? Lessons from team teaching in Japan. ELT Journal, 54(1), 3–11. doi:10.1093/elt/54.1.3
- van Wyk, A. (2014). English medium education in a multilingual setting: A case in South Africa. International Review of Applied Linguistic in Language Teaching, 5(2), 205–220.