Language and EFL Teacher Preparation in Non-English-Speaking Environments

Linguistic and paralinguistic problems faced by non-native-English speakers training to be teachers of English as a second or foreign language (ESL/EFL) in non-English-speaking environments are discussed. Relevant theories of second language learning and acquisition are reviewed, and the affective factors and sociocultural variables that appear to be related to adult foreign-language learning are examined. Drawing on this literature, the strategies and characteristics of "good" language learners are identified, and implications for the preparation of ESL teachers in non-English-speaking environments are outlined. It is proposed that the language proficiency standards for this group be lowered to a more realistic level, and that the focus in their language training be on knowledge, skills, and attitudes of value to nonspecialized language learners and on proficiency to attain classroom purposes. A 40-item bibliography is included. (MSE)