Abstract
Despite an increasing interest in the preparation of Nonnative English-speaking (NNES) teachers in English Language Teaching (ELT), a knowledge base for NNES teachers has yet to be articulated. This article takes the position that the ELT field should take into account and address the preparation of NNES teachers systematically. This article conceptualizes a model of teacher knowledge for NNES teachers. NNES teachers are a special case because issues such as language, self-perceptions, and identity play a key role in their preparation and should be connected to their knowledge base.
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