It has been almost 20 years since what is known as the non-native English￾speaking (NNES) professionals’ movement—designed to increase the status
of NNES professionals—started within the US-based TESOL International
Association. However, still missing from the literature is an understanding of
what a movement is, and why non-native English speaker teachers (NNESTs)
in TESOL constitute a movement. This article draws on the field of sociology
to explain the notion of a ‘movement’ and explains the emergence of the
NNEST movement as a sociological phenomenon. The article further discusses
the NNEST movement’s achievements in creating opportunities for leadership
development, and research and publications; its partial achievements in
providing NNES professionals networking opportunities; and its failure in
promoting a more inclusive environment for NNES professionals. The article
ends with a call for action

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Tersedia

• The non-native English speaker teachers in TESOL movement

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