The Investments and Identities of In-Service Non-native English Teachers That Relate to Their Teaching Careers

With globalisation, in-service non-native English-speaking teachers (NNESTs) from English as foreign language settings, are obtaining their further professional development countries. However, there seems to be little research on these teachers’ investments (a concept that builds motivation), identities and views in studying contexts. This aims contribute knowledge this gap by examining the investments, perceptions of 14 Korea, Japan, Taiwan China, United Kingdom. Data were obtained mainly participants’ individual responses interview questions. Among others, findings suggest although participants invested English, with some thinking they could learn listening speaking, vocabulary culture better native speakers (NESs), many liked socialise NESs, did not seek help NESs for written assignments because may also have problems writing. Since concurrently teaching, Master’s degree teaching preferred groups both (NNESs) about various methods. The majority seem disinvest Western classroom discourse remaining silent class. These prioritize NNESs, perceived power relations identity NNESs proficient is increasing prominence. study suggests introducing empowering discourses discussions involve NNESTs sources information.