CELTA teacher training: Experienced non-native English speaker teachers' perceptions concerning its usefulness and implementation

Date
2020-06-30
Authors
Tang, Shuai
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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.
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Keywords
CELTA, non-native English speaker, language teacher, experienced teacher, practical teaching, CLT
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