Teaching English Abroad: An Introduction. ERIC Digest

International Journal of Social Sciences & Educational Studies, 2017

Working abroad as a teacher is a great opportunity to develop teaching skills. Teachers develop new teaching strategies and transfer them to their own countries, learn how to use technological devices effectively in the classroom, learn about other people and other cultures and share their experiences with their students to create a stress free learning environment. These notions help teachers facilitate learning and make difference in teaching. Moreover, teachers with international experience can understand their students better. They can discern the needs and difficulties the students have and develop teaching strategies to help students with them. This paper explains the benefits of working abroad and writes about experiences of some teachers who worked overseas.

2001

Considerable attention has been given to the process of training English-as-a-foreign-language (EFL) teachers all over the world. Points such as teacher background and competence, content of teacher training, political influences, cultural appropriateness, as well as processes and methodologies of training programs, have been broadly discussed. In most parts of the world, the main emphasis in English language teaching (ELT) is on methodology and the language level of the future teacher. Language competence has, indeed, been rated the most essential characteristic of a good teacher. Research has shown, however, that only a few teacher-training courses are capable of achieving the objective of improving the communicative command of the target language. The purpose of this paper is to discuss some of the processes mentioned above, as well as some methodological approaches involved in EFL teacher-training programs. RESUMO: O processo de treinamento de professores de inglês como língua e...

Nottingham Trent están desarrollando un proyecto de prácticas docentes internacionales, patrocinado por el Ministerio de Educación y Ciencia español y la Agencia de Desarrollo y Formación británica. Este reciente acuerdo internacional nos ha animado a adaptar los documentos de referencia general del proyecto a las necesidades específicas de nuestros estudiantes, lo que hemos llevado a cabo elaborando conjuntamente una guía bilingüe con el objetivo de clarificar los temas relativos al intercambio de nuestros estudiantes. El libro resultante proporciona información acerca de los programas de formación de los dos países y universidades, un plan de trabajo consensuado con una clara exposición de los objetivos y expectativas de todos los participantes, muestras de informes de evaluación y cuestionarios para contribuir a la reflexión sobre aspectos interculturales clave de las prácticas docente en el extranjero. Palabras clave: Prácticas docentes internacionales, Educación Primaria, Formación lingüística, educativa e intercultural. Abstract The Schools of Education of Ávila and Zamora, both of which pertain to the University of Salamanca, and the Faculty of Education of Nottingham Trent University are involved in a project of international practice teaching, sponsored by the Spanish Ministry of Education and Science and the British Training and Development Agency (TDA). Their recent international agreement prompted us to adapt general reference documents to the specific needs of our students, which we have done by jointly writing a bilingual guide to address issues concerning the exchange of our trainees. The resulting book provides background information on the training schemes of the two countries and universities, an agreed working plan with a clear statement of aims and expectations for all participants, samples of assessment reports and questionnaires to help reflect on key intercultural aspects of the placement abroad.

International Journal of Social Sciences & Educational Studies, 2017

With increasing global change, schools have become more culturally diverse recently. Teachers must address the needs of students from diverse backgrounds to create an effective learning environment through personal and professional development. They need to increase their cultural awareness, and develop their teaching skills to create a learning setting in which students respect each other. Working abroad help teachers expose to innovative learning styles, educational materials and curricula which play key roles in the development of their teaching practice. Furthermore, living in a different culture enables teachers to gain new skills and knowledge which they can integrate into their own teaching strategies. This article presents the benefits of working abroad in many aspects.

Handbook of Research on Study Abroad Programs and Outbound Mobility

This chapter describes the design of an innovative ‘Study Abroad' curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed with a view to meeting the needs of prospective study abroad student teachers of English, and to address possible challenges that may result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios, and provides experiential hands-on practice. The curriculum comprises ten modules, each focused on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens, and increase teacher educators' knowledge about the learning needs of prospective study abroad student ...

Journal of English Education, 2019

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teach...

Canadian Journal of Applied Linguistics, 2016

AbstractFor foreign-language students, living abroad for a period of time during their studies is often a compulsory component of their university degrees. Similarly, European preservice teachers have the opportunity to complete a work placement at a partner school in a target language country. In this way, future English as a foreign language teachers have the chance not only to foster their linguistic and intercultural competence, but also to experience a different professional and institutional culture and ideally enhance their professional skills. The present study focuses on the perspectives of 35 undergraduate preservice teachers based in Germany who completed a 3-month teaching practice placement in Ireland or the United Kingdom between 2010 and 2014. In this research project, data from 5 years of reflective reports (n = 276) underwent content analysis, were complimented with focus group discussions (n = 6) after the preservice teachers’ stay abroad, and were analyzed for the...

Advances in higher education and professional development book series, 2016

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers

Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.

Annual Review of Applied Linguistics, 2006

The global demand for English has broad implications for teacher preparation in lingua franca settings. Given that up to 80 percent of all English teachers globally are nonnative speakers of English, the quality of their professional preparation and their degree of language proficiency are key issues. This review surveys research on nonnative English-speaking teachers related to teacher preparation, including issues of pedagogy and language varieties. To illustrate actual training issues, two cases of teacher preparation experiences in Egypt and Uzbekistan are presented. The Egypt case describes the development of standards for English teachers and how they may provide a road map for professional preparation and improved English language skills. The Uzbek case provides examples of ways in which the teacher preparation program targeted needs perceived by both the trainers and the local teachers. This review also sets out goals for teacher preparation in lingua franca settings such as assisting participants to view themselves as intercultural speakers and integrating methodologies that are valued in the local context. Suggestions for future research include consideration of how teacher educators might address the issue of Inner Circle and Outer Circle varieties of English and how teachers' cultural knowledge can be addressed within teacher preparation curricula.