Legitimacy of Teaching English Composition as a Non-native Speaker

I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher's cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin, Milwaukee (2004-2010) to talk about how international teaching instructors have the position of authority in classroom.