Chapters authored
Rethinking the Role of Research in Pre-service Training of Teachers of English as a Foreign Language: Case of the University Teacher-Training College in Burundi
Teachers of EFL in under-resourced countries often find themselves confronted with teaching and learning issues that cannot always find timely and sustainable solutions within the wealth of language knowledge acquired through academic lectures, or in the kind of responses offered by means of in-service training programs. In Burundi, the tradition has long been for teachers to look to the Ministry of Education for answers to curriculum implementation challenges, especially in the case of new reforms. This paper argues that such an attitude can be transformed among teachers of English at secondary school level if initial teacher-training courses promote reflective teaching and equip them with classroom research skills as part of the training process. The authors take a critical look at the pre-service teacher education practice in the university teacher-training college “Ecole Normale Supérieure” in Burundi. They suggest improvements that can help the College bridge the gaps in the current training practices in order to better prepare teachers for active participation in their professional development.
Part of the book: Second Language Acquisition