'The unfluency of my language': Non-native English-speaking teachers' self-image and confidence in second language teacher education programs

The intent of this research is to examine non-native English-speaking teachers' (NNESTs) confidence and self-image in second language teacher education programs. Twelve NNESTs, by way of a questionnaire, drawings and interviews, describe their feelings and perspectives on becoming a certified teacher of English as a Second Language (ESL). The findings show that NNESTs are a mixed group of international students, landed immigrants and Canadian citizens; their confidence levels fluctuate due to their linguistic concerns of oral language proficiency; and they have professional concerns of having adequate Canadian cultural knowledge as future teachers of English in Canada. Due to NNESTs' differential motives for enrolling in teacher education and concerns about future employment prospects, second language teacher education programs are not meeting the needs of NNESTs, but NNESTs do benefit from these programs. Suggestions are provided for building NNESTs' confidence in these programs, including addressing racism; using NNESTs' professional experiences from their homeland as a class activity; and introducing NNESTs to the growing body of professional literature that addresses their concerns and perspectives.