The knowledge base of non-native English-speaking teachers: perspectives of teachers and administrators

Abstract

This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs’ experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators’ perceptions and hiring practices in relation to NNESTs, it identifies the knowledge base of NNESTs that allows them to gain access to the ESL profession and become effective ESL teachers. This knowledge base consists of six categories, which are content knowledge, pedagogical knowledge, pedagogical content knowledge, contextual knowledge, continuity with past experiences, and support knowledge. Strategies to develop the knowledge base of NNESTs are also identified. The study contributes to a better understanding of the professional knowledge of NNESTs working in ESL contexts. It also demystifies the hiring practices of ESL programs and reveals how these practices could affect NNESTs’ job search experience. The findings have implications for teacher educators, language program administrators, and other stakeholders in similar contexts.