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Abstract

This study examines the experiences of Ontario Certified English Language Teachers (OCELTs) who are non-native English-speaking teachers (NNESTs), using Kolb’s Experiential Learning Cycle to frame their professional strengths and challenges. Drawing on a mixed-methods approach, including surveys, interviews, and reflective journaling, the research highlights NNESTs’ unique assets, such as cultural sensitivity, empathy, multilingual skills, and shared learning experiences, which enrich their teaching in multicultural classrooms. Yet, it also reveals persistent obstacles, including discriminatory hiring practices, linguistic disconnects, and inadequate institutional support. The findings suggest that reflective practices, rooted in Kolb’s model, can empower NNESTs by fostering professional growth and resilience. The study calls for a shift in Canadian TESL (Teaching English as a Second Language) policy to value NNESTs’ pedagogical strengths,  Continue Reading →