English has become the language of global communication and users around the globe are adapting it to meet their needs. It is essential for teachers to keep pace with the changing expectation of its users to be able to prepare students for the realities they encounter in today's globalized world. The purpose of our study was to incorporate world Englishes perspectives into required undergraduate ESL education courses in a teacher education program that prepares PreK-6 generalist and grades 4-8 content area teachers in the southwestern United States. Qualitative and quantitative research findings revealed that preservice teachers vastly benefited from exposure to world Englishes perspectives. The study has pedagogical implications for teacher education programs.

There has been increasing acknowledgment of the need to pursue studies related to nonnative English-speaking (NNES) professionals. In the last 10 years, a number of studies have discussed the experiences of non-native English-speaking teachers (NNESTs) in different educational settings and situations. However, the experiences of the NNES graduate teaching assistants (GTAs) teaching predominantly monolingual, White, native English-speaking preservice teachers have not been researched. This paper presents the analysis of personal journal entries in the form of weblogs of three NNES GTAs. The study reports on the experiences shared by these NNES GTAs. Findings will consequently contribute to a better understanding of the experiences, mainly challenges, faced by the NNES GTAs and will be used to offer suggestions and recommendations to teacher education programs and Teaching English to Speakers of Other Languages (TESOL) educators to evaluate the sources of support the NNES GTAs receive before or during their teaching. The study will also signify the need for the inclusion of the issues related to cultural and linguistic diversity throughout the whole curriculum of preservice teacher education programs and not in just a few courses. IntroductionIn the last 10 years, increasing amounts of studies in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics have focused their attention on the topic of non-native English-speaking teachers (NNESTs;Braine 1999;Kamhi-Stein 2004;Llurda 2005;Moussu and Llurda 2008).Although the need for research has always been there, the interest and the amount of research in non-native English speaker (NNES) studies have recently increased (Llurda 2005). As Braine (2005) asserted, research on the self-perceptions of NNESTs or the way they are perceived by their students is fairly recent.The characteristics of native English-speaking teachers (NESTs) and NNESTs have been discussed in TESOL and applied linguistics literature widely (

The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.

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