Non-native English-speaking teachers (NNESTs) and professional legitimacy: a sociocultural theoretical perspective on identity transformation

How do non-native English-speaking teachers (NNESTs) establish their legitimacy as credible, qualified instructors in the contexts where they teach vis-à-vis the native speaker (NS) myth (Phillipson, Linguistic imperialism, Oxford University Press, 1992)? Using Vygotskian Sociocultural Theory (Vygotsky and Cole, Mind in society: the development of higher psychological processes, Harvard University Press, 1978; Wertsch, Vygotsky and the social...