Abstract

While all non‐native English speaker teachers (NNESTs) share many commonalities and face similar challenges and struggles, they are not a monolithic group. Rather, they are individuals from many different countries (and hence different ethnic groups and L1s). This entry explores how difference in the country of origin and its related variables may affect NNESTs' identities, professional experiences, and teaching practices as well as how a good understanding of the issues involved can help enhance teaching and teacher education in TESOL and benefit the entire TESOL profession.

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