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Multidisciplinary Research Perspectives in Education pp 37–43Cite as

Perceptions of Becoming a Legitimate EFL Teacher

A Case Study of an Asian Teacher-Trainee

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Abstract

With the growing popularity of the English language worldwide, demand for English teachers continues to increase, especially in some Asian countries where English is used as a foreign language (EFL) and has been made a compulsory subject in primary schools (see e.g., Hashimoto, 2011, in Japan; Li, 2007, in China; Nguyen, 2011 in Vietnam). To accommodate this demand, a large number of non-native English-speaking (NNES) teacher-trainees enrol in language teacher training programs in native English-speaking (NES) countries to immerse themselves in English language and cultural environments.

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Author information

Authors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Australia

    Yijun Hu

  2. School of Humanities, Languages and Social Science, Griffith University, Australia

    Minglin Li

Authors
  1. Yijun Hu
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  2. Minglin Li
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Editor information

Editors and Affiliations

  1. Deakin University, Australia

    Indika Liyanage

  2. Sichuan Normal University, China

    Badeng Nima

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© 2016 Sense Publishers

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Hu, Y., Li, M. (2016). Perceptions of Becoming a Legitimate EFL Teacher. In: Liyanage, I., Nima, B. (eds) Multidisciplinary Research Perspectives in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-615-6_5

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  • DOI: https://doi.org/10.1007/978-94-6300-615-6_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-615-6

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