Wedell, M. (2004) TESOL initial teacher training and TESOL curriculum goals: making the connection. In: Initial Education for Teachers of English: What can be learned from the International Experience?, 26 April 2004, Pontificia Universidad Catolica de Chile, Santiago.
APEC countries represent , in TESOL terms, two very different groups. Firstly there are the English L1 countries (US, Canada, Australia, NZ) where the English proficiency of the majority can be taken for granted and where English needs to be taught only as a second language or additional language to people arriving in the countries from overseas. In the second group, the majority of APEC countries, English is a foreign language, and if a government feels it to be an important aspect of the wider curriculum, systems need to be established to provide English teaching to all pupils in all schools. These are very different TESOL environments and what is appropriate and helpful in one, is not necessarily of relevance to the other. The paper that follows focuses on the EFL context typical of the majority of APEC members, although at times it draws from literature deriving from the English native speaker members also.
|Institution:||The University of Leeds|
|Academic Units:||The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)|
|Depositing User:||Sherpa Assistant|
|Date Deposited:||28 Nov 2008 09:15|
|Last Modified:||05 Jun 2014 12:41|