Initial Teacher Training Courses and Non-Native Speaker Teachers

Autor/in	Anderson, Jason
Titel	Initial Teacher Training Courses and Non-Native Speaker Teachers
Quelle	In: ELT Journal, 70 (2016) 3, S.261-274 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccv072
Schlagwörter	Native Speakers; English (Second Language); English Teacher Education; Preservice Teachers; Participant Satisfaction; Teacher Background; Student Educational Objectives; Prior Learning; Course Evaluation; Comparative Analysis; Student Characteristics; Special Needs Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Sonderpädagogischer Förderbedarf; Ausland; Großbritannien
Abstract	This article reports on a study contrasting 41 native speakers (NSs) and 38 non-native speakers (NNSs) of English from two short initial teacher training courses, the Cambridge Certificate in English Language Teaching to Adults and the Trinity College London CertTESOL. After a brief history and literature review, I present findings on teachers' backgrounds, reasons for participation, likely future teaching contexts, participants' perceptions of which course components were most useful, and how well they felt their needs were met. NNSs are much more likely than NSs to have prior teaching experience and qualifications, they have very different reasons for taking such courses, they are more likely to teach in their home countries after completion, and they prioritize different components of the course. After discussing the implications of these findings, I conclude that current initial teacher training courses are not well suited to the needs of NNS participants, who may require a very different type of course to NS participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01