Frontmatter -- Table of contents -- Foreword Introduction Part I. Overall issues and perspectives on (non) nativeness in second language teaching -- Chapter 1. Understanding language variation: Implications of the NNEST lens for TESOL teacher education programs Chapter 2. Beyond symbolic violence in ELT in France Chapter 3. Perspectives on L2 teacher's nearnativeness: Linguistic, psycholinguistic, contact linguistics and pedagogical approaches Chapter 4. Non-native teachers' code-switching in L2 classroom discourse Chapter 5. Native-Speakerism and the roles of mass media in ELT Part II. Non-native L2 teachers' emotions and perceptions and implications for teacher education -- Chapter 6. Non-native English-speaking teachers' anxieties and insecurities: Self-perceptions of their communicative limitations Chapter 7. Non-native English language teachers' perceptions of culture in English language classrooms in a post-EFL era Chapter 8. The potential for non-native teachers to effectively teach speaking in a Japanese EFL context Part III. L2 students' beliefs and expectations of native and non-native teachers -- Chapter 9. Students' perceptions and expectations of native and non-native speaking teachers Chapter 10. Students' beliefs about native vs. non-native pronunciation teachers Chapter 11. Native and non-native teachers' sensitivity to language learning difficulties from a learner's perspective: Implications and challenges for teacher education Part IV. Construction of professional identity: Professional challenges faced by both native and non-native speaker teachers -- Chapter 12. Teachers and the negotiation of identity: Implications and challenges for second language teacher education Chapter 13. Professional challenges faced by non-native CLIL teachers Chapter 14. English language teaching in South African multicultural schools: Challenges faced by both native and non-native teachers Chapter 15. Collaboration between NESTs and NNESTs Critical Afterword Notes on contributors -- Subject index