Non-Native English-Speaking Teachers Revisited

Drawing on ethnographical evidence, this book examines the complexity of the controversial construct “Non-Native English-Speaking Teacher” (NNEST) and the newly proposed “translingual/translanguaging teacher” in re-scripting their identities. Zheng examines the process of international graduate students’ learning to become composition teachers and English professionals in the United States. The book addresses the danger of either constructing fixed boundaries or dissolving them and helps readers