© 2005

Non-Native Language Teachers

Perceptions, Challenges and Contributions to the Profession

  • Enric Llurda


  • Exclusively deals with one of the most contemporary topics in TESOL, the role of the non-native teachers – with their strengths and weaknesses – in language teaching

  • Since Braine’s 1999 volume, none had thoroughly dealt with this topic

  • Builds on the precious one by presenting original research, most of it based on recent and innovative empirical data obtained by leading specialists working in a wide range of countries (the United States, Canada, Brazil, Europe, Israel, Hong Kong…) including both EFL and ESL settings

  • Organized in five sections that clearly set up the stage with clear and provocative theoretical claims, and cover as well all the possible perspectives on non-native teachers, including teachers’ self-perceptions, students’ views, accounts of teacher trainees in TESOL graduate programs, and the observation of experienced teachers


Part of the Educational Linguistics book series (EDUL, volume 5)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Setting up the Stage: Non-Native Teachers in the Twenty-First Century

  3. NNS Teachers in the Classroom

  4. Perspectives on NNS Teachers-in-Training

  5. Students’ Perceptions of NNS Teachers

  6. NNS Teachers’ Self-Perceptions

  7. Back Matter
    Pages 305-315

About this book


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.


ESL Wörter discourse language language teaching second language

Editors and affiliations

  • Enric Llurda
    • 1
  1. 1.Universitat de LleidaSpain

Bibliographic information