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Developing an identity as a teacher: Perceptions of nonnative speaker teacher trainees on a TESOL programme


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This paper reports research conducted with non-native speaker (NNS) teacher trainees who had completed a TESOL programme at a tertiary institution in New Zealand. The purpose of the research was to obtain the perceptions of trainees regarding their English language and English language teaching capabilities. Trainees were asked to rate their English language knowledge and skills, and their
teaching knowledge and skills. They were also asked to compare their teaching knowledge and skills with those of native speaker (NS) teachers. Finally, they were asked to rate the teaching knowledge and skills of NS and NNS teachers in general. Although participants rated themselves above average in all areas investigated, the results indicated two main areas of perceived weakness: speaking and writing. The trainees also rated themselves lower than NS teachers on 10 of 12 areas investigated. However, NNS teachers in general were rated more highly than NS teachers on six of 12 areas.

Item Type: Paper presented at a conference, workshop or other event, and published in the proceedings
Additional Information: Conference of the 11th National Conference for Community Languages and ESOL (CLESOL): Language and Identity: Building Communities of Learning, held 2-5 October, 2008, in Auckland, New Zealand
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools > School of Education
Depositing User: Sue Edwards
Date Deposited: 23 Nov 2011 20:53
Last Modified: 21 Jul 2023 02:37

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