شبكة المعلومات العربية التربوية

This paper investigates the experiences of three Chinese postgraduate students studying on an MA TESOL and Applied Linguistics course in a British university context. It demonstrates how subtle discourses of „ownership‟ of English (Holliday, 2014; Pennycook, 1994, 2001; Kumaravadevelu, 2003) persist in such training contexts, despite the general shift towards internationalizing higher education environments in the UK. The paper will discuss how the participants negotiated the teaching practice components of the course, and the issues they faced through being „non-native‟ speakers of English. It further examines the impact this had on their professional development and self-perceptions of „legitimacy‟ as teachers of English. The different constructs of a TESOL teacher are discussed and the need for a heightened awareness of training needs for teachers across diverse contexts. (Author's abstract)