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

Journal article

Liyanage, Indika and Bartlett, Brendan John. (2008). Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme. Teaching and Teacher Education.
AuthorsLiyanage, Indika and Bartlett, Brendan John
Abstract

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.

KeywordsESL/EFL teacher training; Contextually responsive teacher training; Transfer of learning; Overseas NNES teacher training; Programme design
Year2008
JournalTeaching and Teacher Education
PublisherPergamon
Page range1827 - 1836
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited Kingdom
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