There exists a general belief that the ideal English teacher is a native speaker (NS). Becauseof this native speaker fallacy, it is undeniable that nonnative speaker (NNS) teachers have beenmarginalized in the English language teaching (ELT) profession. Until recently, however, thevoices of NNS English teachers expressing their own concerns have rarely been heard.Non-Native Educators in English Language Teachingis the first and mostcomprehensive work done in the field to fill this gap. It focuses solely on the theme of NNSeducators in ELT and provides a forum for language professionals to discuss the issuessurrounding the NS-NNS dichotomy from linguistic, psychological, pedagogical, andsociopolitical perspectives. This anthology is unique and powerful. All of the contributors areNNS professionals from diverse linguistic and ethnic backgrounds. Because of the unique natureof its contributors, purpose, and contents, this volume makes a great impact on, and a valuablecontribution to, the fields of TESOL and applied linguistics. It is powerful because the messagesare coming from authorities on the theme—NNSs themselves.