trainees and the tutors, with especial focus on trainees who were speakers of other language. An ethnographic approach to enquiry was developed to evaluate the impressions of the participants. 95 participants comprising of 63 trainees and 32 tutors in 9 countries were studied for 4 years and included two fieldwork phases. The participants were from part time and full time courses. Various data collection tools like questionnaires, interview schedules, journal keeping by he participants as reflective tool and shadowing one group of trainees. Ethical considerations were adhered. The participants’ consent and their anonymity and confidentiality were guaranteed. The limitation of the study was that only problems and factors faced by the participants that considerably impacted their performance were taken into consideration.Outcome from 23 participants from 12 week, part time courses of the first phase was used to improve and improvise the questionnaire of the second phase to elicit more data. Generative networking approach was used in the second phase to garner information from the prospective respondents across the world. After rejecting many issues which were not supported by new data and using only those which were supported by both the fieldwork, 26 critical issues were identified, ten of which were related to TP (teaching practice).While the course duration was normally 120 hours, teaching practice comprised of only 6 hours. The study showed that tutors found TP language learners to be more cooperative and tolerant as against those attending regular classes. The trainees were much dissatisfied by the attitude of the tutors. The relatively short teaching practice was fraught with tensed moments where the. Teaching English as Foreign Language.
Brandt, Caroline. (October, 2006). Allowing for Practice: A critical issue in TESOL teacher preparation. ELT Journal, 60(4). Oxford University Press.
Mynard, Jo and Almarzouqi, Imam. (January, 2006). Investigating peer tutoring. ELT Journal, 60(1). Oxford University Press.
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