Teachers as learners: beyond language learning
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Barbara Hyde [1]
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[1] Kyoto University
Kyoto University
Kamigyō-ku, Japón
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 54, Nº 3, 2000, págs. 265-273
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article explores what teachers and teacher trainers working overseas can learn by being returned to the role of beginner students of a new language, especially when their ‘teacher’ may be someone who has never taught English before, or who is still in training. In the former case, the experience is closer to acquisition, and promotes understanding about differences between acquisition and learning; in the latter case, with a trainee teacher, the learning experience is shown to be a mutual one, where the trainee-as-teacher and the teacher-as-student both gain new insights. The issues that emerge relate to the native/non-native divide, and also to the importance of cultural awareness in teaching and training. The arguments are based on first-hand personal experience rather than on the results of controlled experiments: nevertheless, the conclusions are generizable to many teaching and training contexts, and lead to specific recommendations for training and development activities.
