The English language has become ubiquitous. There is a growing number of English speaking teachers whose native language is different. Organizations such as TESOL (Teaching English to speakers of other languages) have taken a number of efforts to ensure that the NNES Teachers and the NES Teachers are hired fairly. There is still a positive bias towards the NES Teachers. Linguistic research has indicated that the NNES teachers are found to be actively involved in language learning (Mahboob, 2010). This makes them develop more proficiency and also influences their teaching practices. NES Teachers on the other hand do not learn the language and develop themselves based on the dynamic changes in the society. This has been observed according to research (Hayes, 2009). Apart from this the NNES teacher have been found to include their cultural identity and their innate learning ability in the teaching process. This creates a situation where there is innovative teaching done for the students. The teachers can gain unique perspective of the language and its constructs (Mahboob, 2010). There can be even more open dialogue and discussion that can be enabled in this process.