scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic

2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr
Keyword(s):  
United States ◽  
Teacher Education ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Core Practices ◽  
Based Instruction

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

scholarly journals Teaching Critical Vocabulary to Filipino Heritage Language Learners

2021 ◽  
Vol 11 (6) ◽  
pp. 260
Author(s):  
Jayson Parba
Keyword(s):  
Language Development ◽  
Social Issues ◽  
Language Teaching ◽  
Language Teachers ◽  
World Language ◽  
Wide Range ◽  
Teachers And Students ◽  
The Status ◽  
Language Classrooms ◽  
L1 And L2

Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy “literate talk” to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers’ and students’ engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai’i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students’ lived experiences, the notion of “critical vocabulary” emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students’ perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

scholarly journals Teaching of German in Thailand: Past, Present, and Future

MANUSYA ◽  
2006 ◽  
Vol 9 (1) ◽  
pp. 51-80
Author(s):  
Wanna Saengaramruang
Keyword(s):  
High School ◽  
High School Students ◽  
Language Teaching ◽  
Language Teachers ◽  
German Language ◽  
School Students ◽  
History Teaching ◽  
The Past ◽  
Support Organizations ◽  
Teachers And Students

This paper aims firstly to give an overview of the development of German language, teaching in Thailand at both high-school and, university levels from the past up to the, present time, since German has been taught, in Thailand for more than 80 years and its development has not been studied and documented systematically or continuously. The survey and analysis of German teaching, in Thailand in this paper deal with history, teaching approaches, curricula, the development of teaching materials, the number of German language teachers, students, and schools, the attitudes of German language teachers, the expectations of and attitudes towards German teaching among high-school students, and an analysis of the decreasing number of German language teachers and students. Furthermore, this paper also showcases other research works, support organizations, and activities for German language teaching in Thailand.

Language attention in content-based instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 194-217 ◽  
Author(s):  
Andrés Arias de la Cruz ◽  
Jesús Izquierdo
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching Content ◽  
Instructional Roles ◽  
Based Instruction ◽  
Communication Breakdowns

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

Computer-Assisted Instruction (CAI) in Language Teaching and Learning

1980 ◽  
Vol 1 ◽  
pp. 58-69 ◽  
Author(s):  
Frank Otto
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Teacher Educator ◽  
Language Teachers ◽  
Future Research ◽  
Computer Assisted ◽  
Programmed Learning ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Language Teaching And Learning

Many language teachers have had sporadic exposure to applied linguistics, limited experience with programmed learning/individualized instruction, and an incomplete understanding of ways in which educational technology can significantly augment the quality of the teaching–learning process. what is the process. what is the probability that administrators, teacher educator, materials developers, teachers, and students will appreciate and accept CAI as an approach that seeks to combine these three fields meaningfully? The propose of this discussion is to examine CAI is terms of key definitions, observations, concerns, developments, and contributions that have achieved significance during the 1979–80 academic year in the area of language teaching and learning. Implications and a challenge for future research studies will also be listed.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

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