Despite the demand for Native English Speaking Teachers (NESTs) by government and private, commercially driven programs worldwide, not much is known about NESTs’ actual lived experiences. We aim to address the gap by exploring some issues faced by teachers living and teaching overseas. Analyses of interview data collected from 9 NESTs (aged 26–40) who taught in Hong Kong, Japan, Romania, Thailand, and Vietnam showed that participants’ experiences are often complex and vary dramatically depending on locations and programs. Common to all are the shock and anxiety experienced when confronted with reality abroad. Socioprofessional otherization emerged as another key theme, alongside inadequate pre-job training and outside-work support. The native identity provides employment opportunities, but at times it also creates tension and led NESTs to be seen as eternally “foreign.” We underscore the complexity of teachers’ ethnic and professional identities. We also hope to provide a reality check and highlight the importance of preservice training and in-service support to better prepare and facilitate teachers considering a career abroad.
|Title of host publication||Language teacher identity in TESOL: Teacher education and practice as identity work|
|Editors||Bedrettin Yazan, Kristen Lindahl|
|Place of Publication||New York|
|Number of pages||18|
|Publication status||Published - 22 Apr 2020|
|Name||Routledge Research in Language Education|