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Learning Language, Learning Teaching

■ It has been suggested by some researchers that the world of the teacher of English as a foreign language is terra incognita . Little research seems to be widely available to map this world for external observers, particularly from the perspectives of non-native-speaking (NNS) teachers of the language working in those contexts where most English language teaching worldwide occurs—state education systems. This article aims to make a contribution to mapping the world of NNS language teachers through a case study of the life of a teacher of English in a government school in Thailand. It hopes to contribute to a wider contextual appreciation of teachers and teaching through exploring in particular this teacher's perceptions on her own language learning, her experiences as a teacher of English and her attempts to innovate in her classroom in a context which seemed to militate against such innovation. In so doing the study also aims to make a case for further research into the careers of NNS English teachers in order that the full richness and complexity of teaching and learning of English in the widest possible variety of socio-educational contexts can be revealed and compared.