Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.

As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers.

Exclusively deals with one of the most contemporary topics in TESOL, the role of the non-native teachers with their strengths and weaknesses in language teaching Since Braine's 1999 volume, none had thoroughly dealt with this topic Builds on the precious one by presenting original research, most of it based on recent and innovative empirical data obtained by leading specialists working in a wide range of countries (the United States, Canada, Brazil, Europe, Israel, Hong Kong) including both EFL and ESL settings Organized in five sections that clearly set up the stage with clear and provocative theoretical claims, and cover as well all the possible perspectives on non-native teachers, including teachers' self-perceptions, students' views, accounts of teacher trainees in TESOL graduate programs, and the observation of experienced teachers Includes supplementary material: sn.pub/extras

Inhalt
Looking at the Perceptions, Challenges, and Contributions... or the Importance of Being a Non-Native Teacher.- Setting up the Stage: Non-Native Teachers in the Twenty-First Century.- A History of Research on Non-Native Speaker English Teachers.- Cultural Studies, Foreign Language Teaching and Learning Practices, and the NNS Practitioner.- NNS Teachers in the Classroom.- Basing Teaching on the L2 User.- Codeswitching in the L2 Classroom: A Communication and Learning Strategy.- Constructing Social Relationships and Linguistic Knowledge through Non-Native-Speaking Teacher Talk.- Non-Native Speaker Teachers and Awareness of Lexical Difficulty in Pedagogical Texts.- Perspectives on NNS Teachers-in-Training.- Non-Native TESOL Students as seen by Practicum Supervisors.- Chinese Graduate Teaching Assistants Teaching Freshman Composition to Native English Speaking Students.- Pragmatic Perspectives on the Preparation of Teachers of English as a Second Language: Putting the NS/NNS Debate in Context.- Students' Perceptions of NNS Teachers.- Differences in Teaching Behaviour between Native and Non-Native Speaker Teachers: As seen by the Learners.- What do Students Think about the Pros and Cons of Having a Native Speaker Teacher?.- 'Personality Not Nationality': Foreign Students' Perceptions of a Non-Native Speaker Lecturer of English at a British University.- NNS Teachers' Self-Perceptions.- Mind the Gap: Self and Perceived Native Speaker Identities of EFL Teachers.- Non-Native Speaker Teachers of English and Their Anxieties: Ingredients for an Experiment in Action Research.