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.

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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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