May 2022
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Merve Aydın, TOBB University of Economics and Technology, Ankara, Turkey
Mariana Hernandes Grassi, Loyola University, Chicago, IL, USA

Merve Aydın

Mariana Hernandes Grassi

Dear NNEST Newsletter Readers,

In our current issue, we are happy to share with you a couple of essays, including a feature article and a personal account from our readers from various parts of the world. We are extremely grateful to the two authors, Tabinda Khan and Romaisha Rahman, for their invaluable contributions to address various issues NNEST face in the field of TESOL.

Tabinda Khan shares her experiences as a Pakistani ESL teacher in the U.S. public schools. Originally from Pakistan, Tabinda Khan began her teaching career in 2009 after earning her M.A degree in TESOL from TCNJ. She started off working at a non-profit organization as an English as a second language teacher. Later, she taught English reading and writing to international students at Rutgers University for some time, before making the switch to P-Tech (Pathways in Technology Early College High School.) She currently teaches in the same high school.

Romaisha Rahman, PhD Candidate, University of New Mexico, shares her research on “Expanding the idea of native speaker fallacy in the writing center context”. Her research question is “Do international NNES students resist in working with international NNES peer tutors because they believe that the tutors’ nonnative English speaker status make them incompetent writing tutors?”. She attempts to answer this question by collecting qualitative data from the comment section of the survey that she sent out to self-identified international NNES students. The analysis of the data has been done with the lens of language ideology, with deciphering how monolingual ideology can give rise to native speaker fallacy.

Each article in this issue addresses a different aspect of NNEST-related topics. We hope that you find the articles insightful and thought provoking. We thank the authors who contributed to this issue. We are very grateful that they have shared their research, practice, and experiences with the NNEST community.

We welcome contributions at any time throughout the year. Please send your work in the form of a feature article (1,750 words), brief report (book, article, and presentation reviews; 900 words), or personal account and reader reflection (500 words). We also welcome any reviews of books relevant to the interests of our interest section. You may direct any questions you have about submissions to

We hope that you enjoy reading this issue.

Best wishes,

Merve Aydin and Mariana Hernandes Grassi

Merve Aydın holds BA and MA in the field of English Language Teaching. Currently, she is teaching English at the department of foreign languages at TOBB University of Economics and Technology. Her main research interest area is identity and language learning.

Mariana Hernandes Grassi holds an MA in TESOL from American University and is currently part of the Women’s Studies and Gender Studies graduate program from Loyola University. Her main research interests focus on investigating gender inequalities within educational institutions.
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