Abstract
Insights from the World Englishes (WE) studies challenge various assumptions and practices in English language teaching. This entry explores how the WE research complicates the notion of native English speakers and non‐native English speakers (NESs and NNESs), and by extension, native English‐speaking teachers and non‐native English‐speaking teachers (NESTs and NNESTs). It also suggests ways to incorporate the WE perspective into teacher preparation in order to de‐/re‐construct the notion of native speakers and facilitate the paradigm shift in the way that the required knowledge, skills, and experience for English language teachers are defined.
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