尽管有很多研究关注了教师认知能力中的知识、信仰、态度和经验,但是人们还是忽略了非英语语种学生英语课程教师本身的第二语言学习经验。本文通过分析澳大利亚TESOL教育国家标准以及澳大利亚和其他英语国家标准的比较,指出教师的双语能力是构成TESOL教师语言学和社会语言学知识的关键因素。 Although there are many studies focusing on the knowledge, beliefs, attitudes and experiences of teachers in cognitive abilities, the second language learning experience of non-English-speaking students is still ignored. By analyzing the national standards of TESOL education in Australia and the standards of Australia and other English-speaking countries, this paper points out that the bilingual ability of teachers is the key factor that forms the linguistic and sociolinguistic knowledge of TESOL teachers.