Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement

Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, monolingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism.