Constructing a Model for ESL Teacher Training

Andrew Szanajda, Ju-Chun Ou, Alan Mycue

Abstract


Countries in which English is not the primary language necessarily rely on educators for whom English is a second language to provide training in English as a second language (ESL). Such educators are commonly referred to as Non Native-English-Speaking Teachers (NNEST). There are specific concerns which must be addressed in the training of these teachers. This paper provides a framework to guide the construction of a model for this type of language teacher training. Effective ESL teacher training and issues specific to the NNEST cohort are examined. There is an examination of current research that highlights the importance of ongoing tutorials and mentoring programs in such training. This is followed by a detailed analysis of the unique challenges facing NNEST. Finally, this analysis guides the construction of a contemplated training model, which comprises the following domains: Intense Training and Learning; Encourage Personal Connection; Infused Training; Cultural Awareness; Focus Beyond Vocabulary and Grammar; Use of Technology; Confidence in Strengths; Support throughout the Practicum. The conclusion of the paper includes directions for further research, while this model can be put into practice as a guide for teacher training.

Keywords


ESL, NNEST, Teacher training, Training model

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References


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DOI: https://doi.org/10.24203/ajeel.v7i6.6021

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