(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education

Despite its imprecision, the native–nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher ( NNEST ) movement in particular has considered the impact of deficit framings of nonnativeness on “ NNEST ” preservice teachers. Although these efforts have contributed significantly towards increasing awareness of NNEST ‐hood, they also risk reifying the notion that...