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ELT Journal 2003 57(3):242-250; doi:10.1093/elt/57.3.242
© 2003 by Oxford University Press
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NNS teacher trainees in Western-based TESOL programs

Karen A. Carrier1

1 Northern Illinois University. Email: kcarrier{at}niu.edu

Many Western-based TESOL programs have not yet adequately recognized and addressed the different needs of non-native English-speaking (NNS) teacher trainees. Various authors have suggested that TESOL programs need to provide NNS teacher trainees with instruction and support in key areas such as contextually responsive teacher education content, training in a different school culture, competing with native English-speaking teacher trainees, self-confidence, and encouraging contributions by NNS teacher trainees to the field of English language teaching. This article suggests the use of an introductory first semester course for NNS teacher trainees as an initial step in addressing these key areas in order to provide relevant teacher education training to this significant and rapidly growing population. Suggestions for instructional units, texts, and general course design features are given, illustrated by examples from a similar course design adopted by one U.S.-based TESOL program.

Received July 2002.


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