The development of foreign native speakers training to be modern foreign languages teachers in England: are there wider lessons for the profession?

Abstract

This article presents the results of an enquiry into the perceptions of Foreign Native Speakers who choose to train in England to become teachers of Modern Foreign Languages. The data was gathered from questionnaires and interviews with trainees enrolled on courses of initial teacher training. The empirical research focused on their reasons for training in the United Kingdom, and the factors that had influenced their cultural adjustment and development as student teachers. The findings revealed that trainees adapted relatively easily to the institution-based element of their training with a larger number experiencing adjustment problems in the school-based element. It was, however, the school-based element, which trainees found to be the most rewarding with a high percentage of trainees completing the course. Factors contributing to their successful development are explored as are the implications for training institutions, partner schools, and those concerned with teacher recruitment and supply.