Non-Native English Teachers' Perspectives on Teaching, Accents, and Varieties

Abstract

This study contributes to the ongoing systematic inquiry about non-native English-speaking teachers’ (NNESTS”) issues and concerns, specifically the native teacher fallacy regarding unfair treatment of qualified NNESTS and the false perceptions of the native speaker as an ideal teacher. The purpose of this study was to investigate NNESTS’ teaching behavior and their perceptions of their own languag.