From comfort zone to challenge: Toward a dynamic model of English Language teacher advocacy in secondary education

TESOL Journal ◽  
2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Shawna Shapiro ◽  
Miriam Ehtesham‐Cating
Keyword(s):  
Secondary Education ◽  
Dynamic Model ◽  
English Language ◽  
Comfort Zone ◽  
Language Teacher ◽  
Teacher Advocacy

Intercultural Competence and Critical English Language Teacher Education

2018 ◽  
Vol 73 (4) ◽  
pp. 125-147
Author(s):  
Hyunjung Shin ◽  
Mihyon Jeon
Keyword(s):  
Teacher Education ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teacher Education ◽  
Language Teacher

Towards becoming critical reflection writers: a case of English language teacher candidates

2018 ◽  
Vol 19 (6) ◽  
pp. 749-762 ◽  
Author(s):  
Burcu Turhan ◽  
Yasemin Kirkgoz
Keyword(s):  
Teacher Candidates ◽  
Critical Reflection ◽  
English Language ◽  
Language Teacher

scholarly journals Challenges Faced and the Strategies Adopted by a Malaysian English Language Teacher during Teaching Practice

2008 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Kamarul Kabilan ◽  
Raja Ida Raja Izzaham
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Language Teacher

scholarly journals Boundaries Through the Prism of Post-secondary and Professional Orientation: The Views of Young Québec Adults of Immigrant Background

2020 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Fahimeh Darchinian ◽  
Marie-Odile Magnan
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Qualitative Study ◽  
English Language ◽  
Life Stories ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Professional Orientation ◽  
Post Secondary ◽  
Immigrant Background

Based on our collection of life stories (n = 25), our qualitative study seeks to better understand, after the fact, how young, immigrant-background adults in Québec negotiate ethnocultural boundaries through their post-secondary and professional orientation experiences, particularly in terms of linguistic choices. The analyses highlight the strengthening of boundaries within Québec’s educational institutions and workplaces. The results expose different examples of racism experienced by young adults in their relations with the Québec francophone majority that led them to integrate into English-language post-secondary education and workplaces. In addition, young adults from “black” and “Arabic” minorities more frequently report racist attitudes from francophone Quebecers.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

scholarly journals The level of awareness and production of English lexical stress among English language teacher trainees in Malaysia

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ernie Adnan ◽  
Stefanie Pillai ◽  
Poh Shin Chiew
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Acoustic Analysis ◽  
Intermediate Level ◽  
Lexical Stress ◽  
Language Teacher ◽  
Stressed Syllable ◽  
Teacher Trainees ◽  
Systematic Pattern ◽  
Second Language Teacher

The realisation of lexical stress among Malaysian speakers of English is likely to be different from other varieties of English. In spite of this, there is a preference for a native pronunciation model in the teaching of English in Malaysia. In relation to this issue, this paper focuses on lexical stress among a group of Teaching of English as a Second Language teacher trainees. The objectives of this paper are to assess the overall level of awareness of lexical stress among them, to examine their production of lexical stress, and to determine the link between their level of awareness and production. The method used to elicit data for the first objective was a Lexical Stress Awareness Test (LSAT), completed by 104 teacher trainees. Data for the second objective were obtained by recording the trainees reading sentences containing test words. The findings from the LSAT indicate that most of the trainees have an intermediate level of awareness of English lexical stress. They were generally unable to describe the characteristics of a stressed syllable. In addition, the findings from the acoustic analysis of the recordings suggest that they did not have a systematic pattern of stressing syllables with the main correlate of stress being vowel lengthening. In contrast, most of them chose ‘higher pitch’ as the characteristic of a stressed syllable. Hence, there is an inconsistency between their awareness and production of lexical stress in English. We discuss the implications of these findings in relation to the teaching of pronunciation in the classroom and the effect of lexical stress placement on intelligibility. Our general conclusion is that more attention needs to be given in teacher education to how lexical stress is used in English, and also to the characteristics of stress in the Malaysian variety of English.

Sign in / Sign up

Export Citation Format

Share Document