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1	English as a lingua franca – a paradigm shift for translation and interpreting ...
	Albl-Mikasa, Michaela. - : Immanuel Kant Baltic Federal University Press, 2022
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2	Context and Contextualisation: Hallmarks of Authentic Spoken English ; Contexte et contextualisation : marques de fabrique de l’anglais oral authentique
	Wilson, Adam
	In: ISSN: 2119-5242 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT ; https://hal.univ-lorraine.fr/hal-03131123 ; Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT, Association des professeurs de langues des Instituts universitaires de technologie (APLIUT), 2021, Anglais oral : enjeux théoriques et pratique(s) authentique(s), 40 (1), ⟨10.4000/apliut.8547⟩ ; http://journals.openedition.org/apliut/8547 (2021)
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3	Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices ...
	Guida, Rochelle. - : Werklund School of Education, 2020
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4	CELTA teacher training: Experienced non-native English speaker teachers' perceptions concerning its usefulness and implementation
	Tang, Shuai. - 2020
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5	Dialect stabilization and speaker awareness in non-native varieties of English
	Sharma, D. - 2018
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6	Discrimination against Non-native Speaker : Teachers in ELT
	Merchán López, Jesús. - 2018
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7	Investigation of students’ responses to Arabic and English used by EFL teachers depending on their L1 background in a Saudi Arabian university
	Bukhari, Shams Mahdi Amin. - : The University of Edinburgh, 2017
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8	An exploratory study of NNES graduate students’ reading comprehension of English journal articles
	Chen, Kate Tzu-Ching. - : University of Hawaii National Foreign Language Resource Center, 2017. : Center for Language & Technology, 2017
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9	Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
	Ann Tai Chloe
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 39-55 (2017) (2017)
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10	Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
	Jordan Van Horn
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 12-23 (2017) (2017)
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11	Exploring the Variability of the Preposition “In” in Written Communication
	Shafinaz Ahmed
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 24-38 (2017) (2017)
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12	Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
	Shafinaz Ahmed; Anna Ciriani Dean
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 1-11 (2017) (2017)
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13	Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
	Anna Ciriani Dean
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 56-97 (2017) (2017)
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14	Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
	Jordan Gonzalez
	In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 98-100 (2017) (2017)
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15	The Deceiving ELF? Can Englsh fulfil the role of a Lingua Franca?
	Chapman, Richard
	In: Lingue e Linguaggi; Volume 15 (2015); 113-127 (2016)
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16	“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers
	John Jairo Viafara
	In: Colombian Applied Linguistics Journal, Vol 18, Iss 2, Pp 11-24 (2016) (2016)
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17	Interactional categorization and gatekeeping : institutional encounters with otherness
	Tranekjær, Louise. - Bristol [u.a.] : Multilingual Matters, 2015
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	UB Frankfurt Linguistik
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18	Examining the math attitudes, math self-efficacy, and STEM outcomes among native and non-native English speakers using a latent class analysis
	Dang, Myley. - : eScholarship, University of California, 2015
	In: Dang, Myley. (2015). Examining the math attitudes, math self-efficacy, and STEM outcomes among native and non-native English speakers using a latent class analysis. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/4fs1p24w (2015)
	Abstract: Our nation faces an exponentially high demand for science, technology, engineering, or mathematics (STEM) professionals and a scarce supply of individuals who pursue STEM careers, especially multilingual individuals. Particularly among students who are non-native English speakers (i.e., students whose native language is not English), there is little information on what role math attitudes and math self-efficacy play in understanding STEM outcomes. This information is critical to inform educators and policymakers on how to better prepare students and provide them the proper skills to be college and career-ready in STEM careers. To address this need, this dissertation explores the relationship between native and non-native English speakers’ math attitudes and math self-efficacy with their 12th grade math achievement, STEM bachelor degree attainment, and STEM career attainment. More specifically, this study examines students’ STEM outcomes at three levels of educational attainment including the graduation of high school, community college, and university. Using the Education Longitudinal Study (ELS:2002), I performed a latent class analysis (LCA) to group a nationally representative sample of U.S. 10th grade students (N=9,270) based on their math attitudes and math self-efficacy. Fitting independent LCAs on the sample of non-native and native English speaking groups revealed that there were different patterns of math attitudes and math self-efficacy among these groups. Results from this study suggest that regardless of English proficiency level, female students were less likely to have high math attitudes and high math self-efficacy beliefs relative to their male peers. In regards to STEM outcomes, students with high math attitudes and high math self-efficacy had higher 12th math achievement scores and had higher proportions of individuals with a STEM degree and STEM career. In particular, results from this study suggest that math self-efficacy played a stronger role in predicting STEM outcomes regardless of math attitudes. In regards to non-native English speakers, those with at least a bachelor’s degree were not far behind their native English speaking peers in terms of their STEM outcomes. Findings from this study will help educators and researchers understand ways to support positive math attitudes and math self-efficacy, particularly for non-native English speakers and female students so that they can persist in STEM and meet the high demand for STEM professionals. Additionally, findings from this study indicate the need for positive perceptions of non-native speakers and recognize the important roles they may play in creating a multilingual STEM workforce.
	Keyword: Education; Latent class analysis; Math attitudes; Math self-efficacy; Non-native English speaker; STEM outcomes
	URL: http://www.escholarship.org/uc/item/4fs1p24w
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19	The acquisition of sociolinguistic competence in a lingua franca context
	Durham, Mercedes. - Bristol [u.a.] : Multilingual Matters, 2014
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	UB Frankfurt Linguistik
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20	The impact of study abroad on the acquisition of sociopragmatic variation patterns : the case of non-native speaker English teachers
	Devlin, Anne Marie. - Oxford [u.a.] : Lang, 2014
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	UB Frankfurt Linguistik
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