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dc.contributor.authorLiyanage, Indikaen_US
dc.contributor.authorBartlett, Brendanen_US
dc.contributor.editorS. Delamont, J. Fitz, and L Pugsleyen_US
dc.date.accessioned2017-05-03T14:06:44Z
dc.date.available2017-05-03T14:06:44Z
dc.date.issued2008en_US
dc.date.modified2009-02-26T07:58:01Z
dc.identifier.issn0742051Xen_US
dc.identifier.doi10.1016/j.tate.2008.02.009en_AU
dc.identifier.urihttp://hdl.handle.net/10072/21470
dc.description.abstractPost-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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.elsevier.com/locate/tateen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1827en_US
dc.relation.ispartofpageto1836en_US
dc.relation.ispartofissue7en_US
dc.relation.ispartofjournalTeaching and Teacher Educationen_US
dc.relation.ispartofvolume24en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330399en_US
dc.titleContextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programmeen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2008 Elsevier. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextNo Full Text


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