Non—native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non—natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. As a result, there has recently been a surge of interest in the role of non—native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non—native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social—psychological framework to discuss conceptions of NNS teachers.