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Contents: Preface. G. Braine, Introduction. Part I: Who We Are. J. Thomas, Voices From the Periphery: Teachers and Issues of Credibility. G. Braine, From the Periphery to the Center: One Teacher's Journey. U.N. Connor, Learning to Write Academic Prose in a Second Language: A Literacy Autobiography. X-M. Li, Writing From the Vantage Point of an Outsider/Insider. C. Kramsch, W.S.E. Lam, Textual Identities: The Importance of Being Non-Native. Part II: Sociopolitical Concerns. A.S. Canagarajah, Interrogating the Speaker Fallacy: Non-Linguistic Roots, Non-Pedagogical Results. N. Amin, Minority Women Teachers of ESL: Negotiating White English. M. Oda, English Only or English Plus? The Language(s) of EFL Organizations. Part III: Implications for Teacher Education. K.K. Samimy, J. Brutt-Griffler, To Be a Native or Speaker: Perceptions of Non-Native Students in a Graduate TESOL Program. L.D. Kamhi-Stein, Preparing Professionals in TESOL: Implications for Teacher Education Programs. J. Liu, From Their Own Perspectives: The Impact of ESL Professionals on Their Students. P. Medgyes, Language Training: A Neglected Area in Teacher Education. D. Liu, Training TESOL Students: Challenges for TESOL Teacher Education in the West.
Lvovich et al. (Fri,) studied this question.