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.