The evaluation of non-native speaking English language trainee teachers' practice: unfolding university supervisors' and host teachers' perspectives on judging performance

This research focused on teaching practice performance of non-native English language teacher trainees.

How do university supervisors and host teachers evaluate the teaching practice performance of non-native English language teacher trainees?

This paper by Barbara Skinner and Helen Hou 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

Comments

Submitted by Cristiana on Wed, 09/24/2014 - 12:48

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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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