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Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme
journal contribution
posted on 2008-10-01, 00:00 authored by Indika LiyanageIndika Liyanage, B J BartlettPost-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.
History
Journal
Teaching and teacher educationVolume
24Issue
7Pagination
1827 - 1836Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
0742-051XLanguage
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2008, Elsevier Ltd.Usage metrics
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