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

Liyanage, Indika; Bartlett, Brendan

doi:10.1016/j.tate.2008.02.009

Author(s)

Liyanage, Indika

Bartlett, Brendan

Griffith University Author(s)

Bartlett, Brendan J.

Liyanage, Indika J.

Year published

2008

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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 ...
View more >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.
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