Exploring the Factors that Contribute to the Immigrant NNESTs' Self-Image in the TESOL Context of Canada.

The rationale for exploring this research area is that there is limited information available on how TESOL (Teaching English to Speakers of Other Languages) teacher education programs in Canada address the needs of immigrant teachers. To further contribute to the Non-Native English-Speaking Teachers NNESTs discussion, it is essential to explore how immigrant NNESTs' selfperceptions, especially with respect to their ascribed or perceived non-nativity, impact their teaching practice and professional status within TESOL in Canada. The goal of this paper is to explore insight from selected contemporary, relevant, and empirical literature on INNESTs' perceptions within the TESOL context of Canada to draw implications for developing NNESTs' more positive selfperceptions via a community of practice that empowers them to gain selfadvocacy, agency, and legitimacy. The exploration is driven by the intriguing question, what are the factors that contribute to the immigrant NNESTs' selfperceptions in the TESOL context of Canada? [ABSTRACT FROM AUTHOR]