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n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - A World Englishes perspective in English language teacher training : rejection and reluctance
This study is concerned with the training of mainly Afrikaans- and English- speaking, postgraduate students to become teachers of English in multilingual secondary, South African schools.
The students involved in this study are graduates from linguistically and economically advantaged backgrounds; usually Afrikaans-English bilinguals. These prospective English language teachers followed undergraduate courses in English literature and they have little knowledge of or insight into applied linguistics issues like language contact and conflict and the different varieties of English.
In this context teacher trainees have very definite teacher identities that they want to develop: they want to be the model and measure of accurate, proper and decent English, in their own words. The article discusses the degree to which students find a 'third space' to accommodate what they perceive as conflicting ideas : their own teacher identity as a home language speaker model of English in opposition to classroom discussions and study materials aimed at developing awareness for different varieties of English in post-colonial countries.
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