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dc.contributor.authorHu, Yijun
dc.contributor.authorLi, Minglin
dc.contributor.editorI. Liyanage and B. Nima
dc.date.accessioned2018-09-20T00:28:27Z
dc.date.available2018-09-20T00:28:27Z
dc.date.issued2016
dc.identifier.isbn9789463006156
dc.identifier.doi10.1007/978-94-6300-615-6_5
dc.identifier.urihttp://hdl.handle.net/10072/143588
dc.description.abstractWith the growing popularity of the English language worldwide, demand for English teachers continues to increase, especially in some Asian countries where English is used as a foreign language (EFL) and has been made a compulsory subject in primary schools (see e.g., Hashimoto, 2011, in Japan; Li, 2007, in China; Nguyen, 2011 in Vietnam). To accommodate this demand, a large number of non-native English-speaking (NNES) teacher-trainees enrol in language teacher training programs in native English-speaking (NES) countries to immerse themselves in English language and cultural environments.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishers
dc.publisher.placeNetherlands
dc.relation.ispartofbooktitleMultidisciplinary Research Perspectives in Education: Shared Experiences from Australia and China
dc.relation.ispartofchapter5
dc.relation.ispartofpagefrom37
dc.relation.ispartofpageto44
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchcode130313
dc.titlePerceptions of becoming a legitimate EFL teacher: a case study of an Asian teacher-trainee
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorLi, Minglin
gro.griffith.authorHu, Yijun


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