As well as native speaker teachers, also non-native speaker teachers have their weaknesses in and problems with English language teaching. First and foremost, non-NESTs do not have the fluency, general language proficiency and cultural knowledge as NESTs have (Braine, 1999). This means that they are not as secure and flexible in language use as their native colleagues are. Non-natives might also lack communicative competence as they often use English only in classroom contexts and with their fellow non-native colleagues and lack the contact to native English speakers (Braine, 1999). Thus their “version” of English might be outdated, incorrect or too formal (Medgyes, 1999). Of course, many non-native speakers are aware of this difference between their knowledge of the English language and the knowledge of a native speaker and this might lead to a feeling of inferiority towards native speakers (Medgyes, 1999). This might again cause a certain insecurity in their use of the English language and a feeling to defend themselves as teachers. Some non-native English teachers even say that they “have to establish [their] credibility as teachers of ESOL before [they] can proceed to be taken seriously as professionals” (Thomas in Braine, 1999). This insecurity can also be reflected in their teaching style and might thus have a negative impact on the students learning process as those perceive the teacher’s uncertainty as a lack of knowledge and competence. This teaching behaviour might have a demotivating effect on the students as they perceive their teacher as unable and ignorant. Moreover, many non-native teachers cannot use the English language as creatively as their native colleagues do. They have problems understanding jokes and analysing or interpreting texts (Braine, 1999), thus how can they be able to teach their students those aspects of language which can be useful or even necessary in daily communication?