Strategies for Nonnative-English-Speaking Teachers' Continued Development as Professionals

There has been significant interest in issues related to nonnative-English-speaking (NNES) teachers over the past several years. The research literature has focused on several aspects, including NNES teachers’ self-perceptions, pedagogical skills, and needs as preservice teachers in teaching English to speakers of other languages (TESOL) master’s programs as well as collaboration between native-English-speaking (NES) and NNES teachers.

The strategies presented in this article are meant to encourage busy NNES teachers to continue to develop as professionals in the field of TESOL. The ideas that is shared point to ways in which teacher educators can bring their own experiences, as well as those of students, into the discussion of issues revolving around theory and practice. The impact of NNES teachers on the field will continue to grow along with their needs for professional support.