Non-native speakers of English in a Canadian teacher education program
Subtitle: needs, experiences, and policies.
Published: 2004
Language: eng
Number of pages: 275
Subjects: Student teachers -- Canada -- Language.; Student teachers -- Canada -- Social conditions.; Linguistic minorities -- Education -- Canada.; Native language and education -- Canada.; Teachers -- Training of -- Canada.
Description: This study considered the experiences of newcomer NNES candidates in a Canadian K--12 pre-service teacher education program. Having no prior experience in the Canadian school system, these candidates confronted the challenges of learning new content, negotiating through the system, and coming to terms with a new linguistic and cultural classroom environment.Through portraiture methodology, the researcher generated profiles of three NNES candidates from China and Argentina over the course of one year. Cross-case analysis revealed that candidates required additional support in developing their oral and written proficiency skills, strategic competence, and self-confidence. Candidates also needed assistance in shifting to less familiar student-centered methodologies and learning about popular culture. In addition, candidates gained by accessing support networks, drawing explicit connections to their past experiences, and developing strategies for coping with discrimination. Suggestions are offered on how program developers, educators, and mentors, can help NNES candidates succeed in their pre-service programs.
Notes: Adviser:  Antoinette Gagne.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 43-03, page: 0674.

MICR copy on microfiche (3 microfiches).