NES Trajectories: From Untrained Language Teachers to Professional Academics

There is a growing literature on the professional identity development of two kinds of TESOL teachers: 1) non-native speaker novice teachers of English; and 2) native speaker teachers of English who are novices at the time of study. However, few studies of established native speaker TESOL professionals who began teaching English abroad with no preparation or academic background in the field exist. By examining the life story of five well-established teacher-scholars in TESOL with a special focus on their experience as novice/untrained EFL teachers abroad, the research aimed to enrich our understanding of the potentialities of novice ESL/EFL teachers. The findings revealed that each of the participants learned something significant from their experience abroad at the beginning of their careers. The participants evaluated their experience as novice teachers abroad very highly, placing it in several cases at the center of their subsequent careers. In addition, the participants attributed great importance to their attempts to understand the host country’s language and culture. The professional life stories of such individuals can have a positive/inspirational effect on individuals currently entering the field, and provide useful knowledge regarding career development in TESOL. (188 words)