Vol. 1. No. 3 A-2 March 1995
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Remote ELT Training: Client-Centeredness as a Bridge from Theory to Practice

John W. Bagnole
Ohio University

Neil J. Anderson
Ohio University


In a dynamic, internationalizing world, TEFL trainers and institutions in English speaking countries can still make significant and relevant contributions to the training of ELT teachers, teacher trainers, and trainer trainers professionally engaged in a wide range of teaching and training environments. Mindful of these diverse local teaching/learning "cultures," the article aims at presenting a generic training model implemented for the past six years which has proven effective in structuring off-site (i.e., remote) training programs of short duration (3-8 weeks). The model can be adapted for use by other institutions. With a keen eye to client-centeredness, the Remote Training Institution Blueprint suggests that participants in these training programs, often experienced trainers and teachers themselves, can contribute substantially to the [-4-] creation of effective off-site, client-centered training programs which integrate theory and practice through professional development courses and a final project which blends process and product. According to this definition, it is the host training institution in the U.S., U.K., or other country which is 'remote,' i.e., removed from the site where the trainees will eventually return to take up their duties. Some of the advantages and disadvantages of RTIB training are examined. The article examines a componential format for linking theory to practice, while raising a secondary question about the true nature of expertise.

Keywords: trainer training, off-site training, client-centered training

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