Contextually Responsive Transfer: Perceptions of NNES on an ESL/EFL Teacher Training Programme

Autor/inn/en	Liyanage, Indika; Bartlett, Brendan John
Titel	Contextually Responsive Transfer: Perceptions of NNES on an ESL/EFL Teacher Training Programme
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 7, S.1827-1836 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.02.009
Schlagwörter	Textbooks; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Student Attitudes; Teacher Education; Program Design; Educational Environment; Study Abroad; International Programs; Problems; Australia + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Programme design; Programmaufbau; Programmplanung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studies abroad; Auslandsstudium; Problemsituation; Australien
Abstract	Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning-teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10