ABSTRACT
Chapter 8 looks at implications from the study for both native and non-native teachers. The case will be made for regarding teacher talk as a specific category of English for Specific Purposes (ESP). The chapter will put forward the proposal to renounce the native versus non-native dichotomy and instead promote an appropriate expert language teacher model, whether native or non-native. The chapter ends with suggestions for potential further research. Notably, how much of the findings are specific to (Belgian) Francophones teaching English as opposed to globally, and which further work is needed to apply these findings to anywhere else in the world where English is taught as a foreign language.
