Non-Native English Speaking Pre-Service Teachers in an EFL Context: Examining Experiences through Borderland Discourse

Autor/inn/en	Loo, Daron Benjamin; Maidom, Ritha; Kitjaroonchai, Nakhon
Titel	Non-Native English Speaking Pre-Service Teachers in an EFL Context: Examining Experiences through Borderland Discourse
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 4, S.414-431 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loo, Daron Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1607252
Schlagwörter	Preservice Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Discourse Analysis; Practicums; Elementary School Teachers; Psychological Patterns; Student Attitudes; Teaching Experience; Diaries; Teacher Educators; Teacher Student Relationship; College Faculty; Course Descriptions; Language Skills; Teaching Methods; Cultural Context; Cultural Differences; Foreign Countries; Teacher Education Programs; Language of Instruction; Universities; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Diskursanalyse; Practicum; Praktikum; Praktika; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Diary; Tagebuch; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Kursstrukturplan; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Ausland; Teaching language; Unterrichtssprache; University; Universität
Abstract	This study examined borderland discourse emergent from the practicum experiences of non-native English speaking pre-service teachers (PSTs) in a Thai primary school. Borderland discourse is defined as a space where personal and professional constructs intersect, which is often in a state of dissonance. Over a ten-week practicum period, the PSTs narrated their experiences through a dialogic reflective journal with their teacher-educator. A main issue was the dissonance between PSTs' expectations with the reality of their teaching context. Some of which were the Thai students' inability to communicate in English and the use of a syllabus that did not reflect the students' language abilities. This led to a renegotiation of PSTs' pedagogical approaches. This study also highlighted potential challenges that non-native English speaking PSTs may face if teaching in a context that is linguistically or culturally different from theirs, as well as a brief account of English language education in Thailand. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01