Please use this identifier to cite or link to this item:
CELTA teacher training: Experienced non-native English speaker teachers' perceptions concerning its usefulness and implementation
|Title:||CELTA teacher training: Experienced non-native English speaker teachers' perceptions concerning its usefulness and implementation|
non-native English speaker
show 1 moreCLT
|Date Issued:||30 Jun 2020|
|Abstract:||This study examined how three experienced non-native English speaker teachers (NNESTs) working in Japan and the U.S. perceive the usefulness of their CELTA training and how they implement the CELTA teaching approach in their work situations. Consistent with previous studies (Anderson, 2018, 2020; Aydin et al., 2016), the qualitative findings showed participants highly valued the Teaching Practice (TP) for different reasons and found the theoretical component—language awareness and analysis less relevant. The results also indicated that experienced NNESTs practiced some techniques they learned from the CELTA flexibly to their current settings, suggesting a change to student-centered teaching and demonstrating a personal pedagogy sensitive to learners and local needs. This study expands existing literature on CELTA and NNEST by describing three experienced NNESTs post-CELTA practical experiences.|
|Appears in Collections:||
MA and AGC Scholarly Papers|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.