What is it about?
Second language teacher education (SLTE) has changed its focus from cognitive to sociocultural perspectives. By considering located SLTE and community learning, this qualitative study was conducted to explore how preservice teachers of English as a foreign language learned to teach in response to learning needs in a Vietnamese city. Data sources for the study were written assignments produced by preservice teachers and in-depth interviews with them. Through their engagement in the local community, the preservice teachers identified nine groups of adult learners who were not able to gain access to English learning in the formal schooling system. Those learners sought to learn English not only to meet their personal and professional needs but also to contribute to socioeconomic development of the local community. Based on the findings regarding the local learners’ needs and characteristics, the preservice teachers developed pedagogical practices appropriate to each specific group of learners and suggested that university-based SLTE programmes should embrace diverse learners and community-based teacher learning
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Why is it important?
The study substantiates the concept of located Second Language Teacher Education and offers some implications for Second Language Teacher Education in response to local needs.
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This page is a summary of: Second Language Teacher Education in Response to Local Needs: Preservice Teachers of English Learning to Teach Diverse Learners in Communities, TESOL Quarterly, December 2019, Wiley, DOI: 10.1002/tesq.551.
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