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ERIC Number: EJ912504
Record Type: Journal
Publication Date: 2010-Dec
Pages: 27
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1949-3533
Toward a Conversation between ESL Teachers and Intensive English Program Administrators
Moussu, Lucie
TESOL Journal, v1 n4 p400-426 Dec 2010
Several scholars have investigated the strengths and weaknesses of native-English-speaking (NES) and nonnative-English-speaking (NNES) teachers of English as a second language (ESL), but few researchers have explored intensive English program (IEP) administrators' and ESL teachers' perspectives on teacher training and the strengths and weaknesses of NES and NNES teachers. Through online questionnaires, this study examined 96 ESL teachers' perceptions regarding their (MA TESOL) teacher education and 21 IEP administrators' perspectives about teacher training and their resulting hiring practices. Results show similarities between IEP administrators' and ESL teachers' perceptions of NNES teachers' strengths and weaknesses. Participants also wished that preservice teachers were given more firsthand teaching opportunities. IEP administrators emphasized experience, not first language, as a determining factor in hiring decisions. Recommendations to improve teacher education and the teaching experience of NES and NNES teachers are offered. (Contains 5 footnotes.)
Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A