No abstract

The language proficiency of non‐native English‐speaking teachers (NNESTs) is an issue that continues to gain significance as NNESTs become a focus of research in TESOL and Applied Linguistics. With the still controversial NNEST status, the field has realized that it has yet to investigate and address the issues of NNESTs, including language proficiency. NNESTs' language proficiency level is far too often based upon how closely the NNEST sounds like a native English speaker. The tendency to gauge NNESTs' language proficiency using native‐speaker norms can leave NNESTs with a negative sense of self‐efficacy. It can also adversely affect their English‐language proficiency and pedagogical competence. To overcome the concerns related to NNEST language proficiency and self‐efficacy, what makes up language proficiency must be understood. In addition, teacher preparation programs should provide the support that NNESTs need for success.

This systematic review and meta-analysis showed traumatically injured patients who are intubated in the prehospital setting have a similar risk of developing VAP compared to those that are intubated in the hospital setting.