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Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme

Liyanage, Indika and Bartlett, Brendan John 2008, Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme, Teaching and teacher education, vol. 24, no. 7, pp. 1827-1836, doi: 10.1016/j.tate.2008.02.009.

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Title Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme
Author(s) Liyanage, Indika
Bartlett, Brendan John
Journal name Teaching and teacher education
Volume number 24
Issue number 7
Start page 1827
End page 1836
Total pages 10
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2008-10
ISSN 0742-051X
Keyword(s) contextually responsive teacher training
ESL/EFL teacher training
overseas NNES teacher training
programme design
transfer of learning
Summary 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.
Language eng
DOI 10.1016/j.tate.2008.02.009
Field of Research 130313 Teacher Education and Professional Development of Educators
1303 Specialist Studies In Education
1302 Curriculum And Pedagogy
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2008, Elsevier Ltd.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071008

Document type: Journal Article
Collection: School of Education
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