scholarly journals Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers

2021 ◽  
Vol 14 (9) ◽  
pp. 24
Author(s):  
Junshuan Liu
Keyword(s):  
Task Allocation ◽  
English Teachers ◽  
Central China ◽  
Foreign Teachers ◽  
Program Administrators ◽  
Critical Awareness ◽  
Academic Activities

This article reports on a case study that explores the views of four EFL program administrators of a university located in central China about the hiring and workplace situations of foreign English teachers. It was found that the administrators as a whole buy into the conventional pro-nativeness ideology with regard to hiring foreign English teachers, though one of them displays critical awareness to some extent. The four administrators, except one, consider it natural and reasonable to grant more favor to foreign English teachers in payment and workload, and fail to see an academic apartheid for foreign teachers in relation to teaching task allocation and engagement in academic activities. All these findings suggest the continuity and tenacity of native speakerism among most ELT administrators, in addition to critical awareness on the part of some administrators. Moreover, this study proposes that native speakerism should be seen as an ideology against both NESTs and NNESTs, though the former still enjoy more privileges.  

PROBLEMS OF THE 2013 CURRICULUM:A CASE STUDY OF IMPLEMENTING ENGLISH ASSESSMENT IN THE 2013 CURRICULUM

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Arini Husnayain
Keyword(s):  
English Teachers ◽  
Assessment Process ◽  
Teaching English

The objectives of this study are to explain the implementation of assessment process in teaching English based on curriculum 2013 and to identify the problems faced by English teachers of MAN Lamongan when teaching English based on curriculum 2013.Keywords: implementation, curriculum 2013, assessment

scholarly journals Rural-Spatial Restructuring Promoted by Land-Use Transitions: A Case Study of Zhulin Town in Central China

Land ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 234
Author(s):  
Dong Han ◽  
Jiajun Qiao ◽  
Qiankun Zhu
Keyword(s):  
Land Use ◽  
Rural Development ◽  
Structural Changes ◽  
Land Use Changes ◽  
Central China ◽  
Rural Space ◽  
Spatial Restructuring ◽  
Local Actors ◽  
The Impact

Rural-spatial restructuring involves the spatial mapping of the current rural development process. The transformation of land-use morphologies, directly or indirectly, affects the practice of rural restructuring. Analyzing this process in terms of the dominant morphology and recessive morphology is helpful for better grasping the overall picture of rural-spatial restructuring. Accordingly, this paper took Zhulin Town in Central China as a case study area. We propose a method for studying rural-spatial restructuring based on changes in the dominant and recessive morphologies of land use. This process was realized by analyzing the distribution and functional suitability of ecological-production-living (EPL) spaces based on land-use types, data on land-use changes obtained over a 30-year observation period, and in-depth research. We found that examining rural-spatial restructuring by matching the distribution of EPL spaces with their functional suitability can help to avoid the misjudgment of the restructuring mode caused by the consideration of the distribution and structural changes in quantity, facilitating greater understanding of the process of rural-spatial restructuring. Although the distribution and quantitative structure of Zhulin’s EPL spaces have changed to differing degrees, ecological- and agricultural-production spaces still predominate, and their functional suitability has gradually increased. The spatial distribution and functional suitability of Zhulin are generally well matched, with 62.5% of the matched types being high-quality growth, and the positive effect of Zhulin’s spatial restructuring over the past 30 years has been significant. We found that combining changes in EPL spatial area and quantity as well as changes in functional suitability is helpful in better understanding the impact of the national macro-policy shift regarding rural development. Sustaining the positive spatial restructuring of rural space requires the timely adjustment of local actors in accordance with the needs of macroeconomic and social development, and a good rural-governance model is essential.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

scholarly journals Carbon Footprint of Academic Activities: A Case Study in Diponegoro University

2020 ◽  
Vol 448 ◽  
pp. 012008
Author(s):  
S Syafrudin ◽  
B Zaman ◽  
M A Budihardjo ◽  
S Yumaroh ◽  
D I Gita ◽  
...  
Keyword(s):  
Carbon Footprint ◽  
Academic Activities
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