While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, mono- lingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades.
