A Case Study on Foreign English Teachers' Challenges in Taiwanese Elementary Schools

Autor/inn/en	Chen, Cheryl Wei-yu; Cheng, Yuh-show
Titel	A Case Study on Foreign English Teachers' Challenges in Taiwanese Elementary Schools
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 38 (2010) 1, S.41-49 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2009.12.004
Schlagwörter	Foreign Countries; English (Second Language); Elementary Schools; Problems; Teacher Education; Second Language Learning; Second Language Instruction; Language Teachers; Case Studies; Team Teaching; Intercultural Programs; Overseas Employment; Foreign Workers; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; Problemsituation; Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Teamteaching; Auslandstätigkeit
Abstract	With the spread of English as the global language, many people from English-speaking countries go to foreign land to work as English teachers. A review of the literature reveals that there is little research on these teachers' teaching-abroad experiences. The current study is an attempt to address this gap in the literature. Situated in an intercultural team-teaching program in Taiwan, this study documents the many challenges that three South African teachers faced. The data suggest that one common challenge is doubts on their accents. They also confronted various problems, including having to teach something they were not familiar with, managing misbehaved students, and teaching large classes. The study calls for a better preparation for foreign English teachers before they begin their teaching assignments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10