A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers' identities, yet few literature concerns about the negotiation of NNESTs' identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton's theory of language and identity, this study examined a complexdoi:10.11591/ijere.v9i3.20399 fatcat:dzmrx3dbjjhctffu5zppmsqm2i