Barbara Skinner and Helen Hou

How do university supervisors and host teachers evaluate the teaching practice performance of non-native English language teacher trainees? This paper explores this question in relation to four overseas TESOL trainees who study on a vocational Masters in TESOL at a UK university and carry out their teaching practice in Hungarian schools.

This paper is free to download below



So much of what is said in the paper applies to native and non native that I don't see the point in the distinction.

An example:
"It may be that the ‘culture bumps’
(Archer 1986) experienced by the non-native trainees
in the classroom are real for all involved, as not only
are they interacting with pupils and colleagues who
have a different culture to them, but this is in Hungary,
yet another culture from the one where their
university is based; this ‘double layer’ of cultural
complexity may possibly hinder their confidence
and therefore their ability in the classroom."

Would a native speaker trainee not feel these 'culture bumps'?

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