English for Teachers of EFL--Toward a Holistic Description

Autor/in	Sesek, Urska
Titel	English for Teachers of EFL--Toward a Holistic Description
Quelle	In: English for Specific Purposes, 26 (2007) 4, S.411-425 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2006.11.001
Schlagwörter	Foreign Countries; Beginning Teachers; English (Second Language); Language Teachers; Second Language Instruction; Second Language Learning; Observation; Case Studies; Teacher Education Programs; Language Proficiency; Guidelines; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Beobachtung; Case study; Fallstudie; Case Study; Language skill; Language skills; Sprachkompetenz; Richtlinien; Slowenien
Abstract	Target language competence of EFL teachers is an important aspect of EFL teaching and teacher expertise, and a case of ESP which is often not acknowledged as such. This paper presents a target language needs analysis for EFL teachers, carried out in Slovenia between 2003 and 2005. A survey of the literature shows that such studies are rare, even though there are reports from several countries of EFL teachers' insufficient target language competence. The study presented used the Common European Framework of Reference for Languages as a model for describing the language needs of EFL teachers in and outside of their classrooms. A series of 11 interviews, 48 classroom observations, 3 case studies and 93 reports from novice teachers yielded a list of language activities and competences that EFL teachers in Slovenia specifically need to develop. The study also sheds light on the question of how target language needs differ according to the level and context of teaching. The results are of value to all those involved in developing and redesigning EFL teacher training programs, particularly their language training component, in the countries where English is taught as a foreign language. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10