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Preparation of teachers of ESOL only began some thirty years ago, but with the increased need for better qualified and trained teachers, it is necessary to examine the factors that will best allow the teacher to function overseas. Much research has gone into language acquisition and the effects of motivation on the learner. Culture shock and culture stress seem to be obvious areas of concern, yet very little real research has concentrated on this area. Examination of TESOL courses shows a tremendous lack in cultural awareness courses directed at coping with culture shock and stress. Further research needs to be done to see if there is a correlation between high dropout rate overseas and lack of prior cultural sensitivity. It appears that training is mainly concerned with the linguistic rather than the cultural attributes of teaching.


Bilingual, Multilingual, and Multicultural Education | Education | Teacher Education and Professional Development