Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova (eds): Theorizing and Analyzing Language Teacher AgencyPatrick C. L. Ng and Esther F. Boucher-Yip (eds): Teacher Agency and Policy Response in English Language Teaching

2019 ◽  
Author(s):  
Jian Tao
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Agency ◽  
Policy Response ◽  
Language Teacher

scholarly journals Language teaching

2006 ◽  
Vol 39 (1) ◽  
pp. 15-19
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Testing ◽  
World Englishes ◽  
English Language Teaching ◽  
Language Teacher ◽  
Brunei Darussalam

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; [email protected]), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; [email protected]) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; [email protected]) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; [email protected]), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; [email protected]), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; [email protected]), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; [email protected]), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.

2010 ◽  
Vol 43 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Language Teacher ◽  
Colleges Of Technology

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

2018 ◽  
Vol 24 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Donald Freeman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Professional Confidence

This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: ‘translating’ theory into practice and the ‘positionality’ of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, I suggest three concepts – of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome – as work-driven alternatives to our present thinking.

language teaching

2005 ◽  
Vol 38 (2) ◽  
pp. i-i
Keyword(s):  
Action Research ◽  
Research Methodology ◽  
English Language ◽  
State Of The Art ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Feature Article ◽  
The Subject

We are delighted to begin our term as editors with a stimulating special-feature article by Anne Burns on action research. While the term ‘action research’ is not new in the wider field of research methodology, it remains a relatively recent phenomenon in the field of language teaching, but one which is increasingly the subject of much debate. Anne Burns takes a critical look at the origins, purpose, scope and impact of action research in the area of English language teaching, and describes both the challenges to its status as a research methodology and the issues which need to be addressed by language teachers if it is to remain a sustainable methodology. In addition to being an authoritative overview of the paradigm, the article provides excellent background for a state-of-the-art article on the development of the language teacher written by Steve Mann, which will appear in the next issue of this journal.

scholarly journals Editorial

2020 ◽  
Vol 22 (1) ◽  
pp. 7-12
Author(s):  
Revista Colombian Applied Linguistics Journal
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Language Teacher ◽  
Mutual Exchange ◽  
Teacher Researchers ◽  
Language Teaching And Learning

The Colombian Applied Linguistics Journal has been a space for encouraging language teacher researchers to share their experiences and illuminate others’ experience. In this trajectory, applied linguistics and English language teaching have been intertwined fields, where the integration of theoretical tools has allowed new comprehensions of one another. Authors of the journal have demonstrated this mutual exchange with the multiple outlooks and topics that they have proposed as part of their writings. As mentioned in the previous editorial (CALJ, Vol. 21, Nº 2, 2019), applied linguistics has been useful to determine not only a variety of practices of language teaching and learning, but also the implication of those in broader areas (Quintero & Bonilla, 2020, p. 2). In the same line of thought, the reflections that have emerged in the process of language teaching and learning have originated new inquiries in applied linguistics that have further contributed to both fields. In the commitment that the Colombian Applied Linguistics Journal has taken on, authors continue to explore areas that have a variety of characteristics.

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