ABSTRACT
In the late 1990s research on language teaching was drastically affected by two major developments that have altered the way we have been considering English language teaching. These two developments were the beginning of research on non-native English-speaking teachers (henceforth, NNESTS) and also the beginning of research on ELF. Both developments were born independently but they did come hand in hand on several occasions and they have mutually reinforced each other ever since.
