��Ŀ䛡� Chapter 1 Introduction Part INNEST Studies Chapter 2 Native or Non-Native: What Do Students Enrolled inanIntensive English ProgramThink? Chapter 3 Chidren of a Lesser English: Status of Non-NativeEnglish Speakers as College-Level English as aSecond Language Teachers in the United States Chapter 4 Beyond the Native Speaker in TESOL Chapter 5 Confessions of anEnraced TESOL Professional Chapter 6 Racism in the English Language Teaching Industy Chapter 7 Students'Appraisal of Their Native and Non-Native English-Speaking Teachers Chapter 8 English: The Industry Chapter 9 Looking for Native Speakers of English: Discriminationin English Language TeachingJobAdvertisements Chapter 10 The NNEST Lens: Implications and Directions Part I lLanguage Variation Chapter 11 Understanding Language Variation: Implications of the NNESTLens for TESOL Teacher Education Programs Chapter 12 Researching and Critiquing Word Englishes Chapter 13 DynamicApproach to Language Proficiency-AModel Chapter 14 Understanding Language Variation: Implications for EIL Pedagogy Chapter 15 Language Variationand Education:A Focus on Pakistan Chapter 16 Identity Management, Language Variation and EnglishLanguage Textbooks: Focus on Pakistan Chapter 17 The Power of Language in Textbooks:Shaping Futures,Shaping ldentities Part I Moving Forward Chapter 18 Moving Forward with Education