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

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Perpustakaan FITK Pusat

Tersedia

• Initial teacher training courses and non-native speaker teachers

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