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

dc.contributor.author Tang, Shuai
dc.date.accessioned 2020-07-02T01:26:34Z
dc.date.available 2020-07-02T01:26:34Z
dc.date.issued 2020-06-30
dc.description.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. en_US
dc.format.extent 33 en_US
dc.identifier.uri http://hdl.handle.net/10125/68873
dc.language.iso en-US en_US
dc.subject CELTA en_US
dc.subject non-native English speaker en_US
dc.subject language teacher en_US
dc.subject experienced teacher en_US
dc.subject practical teaching en_US
dc.subject CLT en_US
dc.title CELTA teacher training: Experienced non-native English speaker teachers' perceptions concerning its usefulness and implementation en_US
dc.type Master's Project en_US
dc.type.dcmi Text en_US
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