One way for English language teachers to develop professionally is by working in multiple settings, including schools not in their country of origin. Such mobility reflects the notion of a boundaryless career paradigm in which individuals actively seek to work for several organisations in a variety of locations to develop a range of critical core competencies identified as necessary to sustain employability, as opposed to employment (Arthur, 1994; Arthur & Rousseau, 1996; DeFillippi & Arthur, 1996:116–131). However, an understandable fear of the unknown coupled with family concerns, visa regulations and financial restraints can prevent some TESOL teachers from . . .
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