NNESTs

Abstract

The issues of non‐native English‐speaking teachers (NNESTs) have received scholarly attention in the field of TESOL for almost two decades with much debate and controversies. The major issues and challenges that NNESTs face in the field, as well as the history of research in the area of NNESTs in the TESOL field are discussed. The author calls for the concerted efforts by both NNESTs and NESTs to move forward without the divide as they, together, will complement each other and become better teachers when they constantly reflect on the strengths and weaknesses they bring to the classroom and work to constantly improve their practices to maximize learning outcomes.