Student Evaluation of Their English Language Teachers in Omani Basic Education Schools

2018 ◽  
pp. 105-132
Author(s):  
Faisal Al-Maamari ◽  
Rahma Al-Mahrooqi
Keyword(s):  
English Language ◽  
Basic Education ◽  
Student Evaluation ◽  
Language Teachers ◽  
English Language Teachers

scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals Problems of Female Preservice Kuwaiti English Language Teachers During the Practicum Course

2021 ◽  
Vol 3 (13) ◽  
pp. 01-07
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Basic Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Female Teachers ◽  
College Of Basic Education ◽  
Special Cases ◽  
English Language Teachers

Knowledge of pre-service teachers' difficulties and the obstacles they face during their practicum is supremely important to designing and implementing a successful field experience. Based on this, the current study explored and discussed the most frequent problems that Kuwaiti English language pre-service teachers face during their practicum course. The purpose of this research is to learn more about the challenges and obstacles that female pre-service Kuwaiti English language teachers (n = 45) may experience throughout their practicum period. To achieve the intended outcomes, the study used a qualitative approach. Semi-structured interviews were conducted with female pre-service English language teachers at the college of Basic Education in Kuwait. The College of Basic Education plays a key role in providing qualified female teachers to the Ministry of Education through a training program that prepares potential English instructors to fulfil the career requirements of English instructors. According to the findings of the research, different issues have been aroused by the participants as they have complained about some aspects of the practicum course, including preparing lesson plans and workload, relationship with colleagues in the department, classroom management (especially dealing with students who have special cases), and academic supervisors. Interpretations of the results and recommendations are discussed in relation to the context of the study.

scholarly journals TEACHERS LEARNING ABOUT ENGLISH AS A LINGUA FRANCA ON FACEBOOK: INSIGHTS FROM A COMMUNITY OF PRACTICE

2020 ◽  
Vol 1 (65) ◽  
pp. 147
Author(s):  
Luciana Cabrini Simões Calvo ◽  
Michelle El Kadri ◽  
Telma Gimenez
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Teacher Educators ◽  
Virtual Communities ◽  
Basic Education ◽  
National Curriculum ◽  
Language Teachers ◽  
Collaborative Problem Solving ◽  
Lingua Franca ◽  
English Language Teachers

<span lang="EN-US">Communities of practice is a concept widely adopted by teacher educators affiliated with a practice-based education and situated learning. It provides a lens to examine how experienced and novice teachers engage in collaborative problem-solving and learn from each other in emergent interactions. Both face-to-face and virtual communities of professionals provide room for learning opportunities, with dynamic trajectories from more peripheral to more central forms of participation. According to this theoretical framework (</span><span lang="FR">LAVE; WENGER, 1991; WENGER, 1998; WENGER et al., 2002, 2011)</span><span lang="EN-US">, teachers learn from engagement with others and build their understandings upon interactions focused on the practice of the community. ELF is a concept that is not yet reified among English language teachers in Brazil but is beginning to catch the attention of a wider group of professionals, since English is now compulsory in basic education and the national curriculum defines English as a lingua franca. In this paper we analyze interactions in a Facebook community of teachers (BrELT Brazil´s English Language Teachers) who, over a period of two months, discussed the meanings of ELF and how it was/could be contextualized in their classrooms. </span><span lang="EN-US">We looked into the various ways in which the sharing of information and experiences were displayed and the strategic resources employed to advance their learning on this theme. The BrELT group reconstructed their knowledge on ELF, interacting in democratic ways and showing how they care about their domain. Also, the group revealed to be a potential learning site, as they engaged in the activity and negotiated new meanings. Finally, the BrELT community illustrates how social media can play an important role in teacher development, as it can bring together professionals with different levels of expertise who are willing to share their experience.</span>

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

Sign in / Sign up

Export Citation Format

Share Document