Stance, positioning, and alignment in narratives of professional experience

2011 ◽  
Vol 40 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Mike Baynham
Keyword(s):  
Life Histories ◽  
Teaching And Learning ◽  
Professional Experience ◽  
Major Theme ◽  
Dynamic Relationship ◽  
Neutral Locus ◽  
Discursive Positioning ◽  
Speakers Of Other Languages ◽  
Research Interview ◽  
Narrative Performance

AbstractThis article examines narratives of professional experience in a corpus of forty interviews in which English to Speakers of Other Languages (ESOL) teachers reflect on their professional life histories as well as their current teaching. The notion of “stance” emerged as a major theme: the teachers positioned themselves in relation to the policy environment, to learners, teaching and learning, and their sense of control in their working lives. Narrative was an important discursive resource for doing so and a range of narrative types (personal, generic/iterative, hypothetical, exemplum, and ‘negated’) are identified, each demonstrating performance features. Using Dubois's (2007) definition of stance, I examine the dynamic relationship between stance taking and discursive positioning, discussing the role of performance in these processes. Shifts into performance are shown to depend on participant roles and alignments in the interviews rather than on particular narrative types. Thus, the data contradicts some of Wolfson's (1976) observations on narratives in the research interview. The analysis contributes to our understanding of the research interview as a dynamically co-constructed speech genre rather than as a neutral locus for gathering data. (Professional narrative, performance, stance, alignment, positioning)

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

scholarly journals Intersections between Law and Language: Disciplinary Concepts in Second Language Legal Literacy

2016 ◽  
Vol 45 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Alissa J. Hartig
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Islamic Law ◽  
The United States ◽  
Professional Experience ◽  
International Mobility ◽  
Graduate Studies ◽  
Legal Literacy ◽  
Insight Into

AbstractInternational mobility among graduate students of law presents unique challenges for the teaching and learning of Legal English. Master of Laws (LL.M.) students, for example, often bring both prior legal training and professional experience from their home jurisdiction to their graduate studies abroad. Taking a closer look at the experience of these students as they engage with genres associated with another legal system provides insight into broader issues of intersections between language and content in English for Legal Purposes. This article draws on case studies of four LL.M students from China and Saudi Arabia, a civil law jurisdiction and an Islamic law jurisdiction, respectively, as they learn to read and write common law genres in the United States. Considering students’ experiences with these texts, the article outlines a potential framework for understanding the role of disciplinary concepts in second language legal literacy development. Specifically, the article elaborates a tentative taxonomy for disciplinary concepts that distinguishes between discourse-relevant concepts and discourse-structuring concepts in considering the interaction between language and content in ESP and CLIL for law.

Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages

RELC Journal ◽  
2018 ◽  
Vol 49 (2) ◽  
pp. 179-194 ◽  
Author(s):  
Phillip A. Towndrow ◽  
Andrew J. Pereira
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Language Instruction ◽  
Socially Constructed ◽  
Speakers Of Other Languages ◽  
Technological Developments ◽  
Digital Stories ◽  
Key Terms ◽  
The Impact

The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL). Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a ‘personal’ sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher’s exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content- and skills-based language instruction.

scholarly journals Multi-dimensional trust between partners for international online collaborative learning in the Third Space

2019 ◽  
Vol 3 (1) ◽  
pp. 50-59
Author(s):  
Brett McCollum ◽  
Layne Morsch ◽  
Chantz Pinder ◽  
Isaiah Ripley ◽  
Darlene Skagen ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Language Development ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Third Space ◽  
Professional Experience ◽  
International Network ◽  
Shared Learning ◽  
Online Collaborative Learning ◽  
The Third

The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.

scholarly journals Challenges of Applying the Teaching Methodology of (CELTA) Productive Skills in a Poor Learning Environment and a Fragile Infrastructure Region of Darfur, Sudan

2020 ◽  
Vol 8 (1) ◽  
pp. p53
Author(s):  
Dr. Abdulghani Eissa Tour Mohammed
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Process ◽  
Teaching Methodology ◽  
Voluntary Organizations ◽  
Traditional Teaching ◽  
Great Opportunity ◽  
Speakers Of Other Languages

The present study aims at investigating challenges of applying the teaching methodology of (CELTA) productive skills in a poor learning environment and a fragile infrastructure region of Darfur, Sudan. (CELTA) is a teacher training course that consists of 200 guided learning hours including 6 hours of teaching practice and stands for “Certificate in Teaching English to Speakers of Other Languages”. Candidates who apply for the course aim at acquiring the knowledge and the familiarity of the effective teaching principles. However, applying the methodology of such an internationally recognized qualification that addresses the communicative language learning requires intensive usage of some modern teaching materials. Accordingly, its applicability seems extremely challenging in a poor learning environment with a fragile infrastructure similar to the situation of Darfur region. Furthermore, the difficulties of its implementation definitely prevent hundreds of students from learning facilitates and opportunities that are only attainable via courses in which the learners’ needs are highly considered. We can also be certain that through the application of such a course student develops learning speaking and writing skills respectively simply because the course methodology provides a great opportunity of practicing the language compared to the traditional teaching methodologies. In this study the researcher is reflecting on his experience in teaching EFL via utilizing (CLT) techniques in such a way CELTA course is taught. Furthermore, the researcher aims at illustrating the importance of reducing teacher’s (TTT) and increasing the (STT) in EFL classes in Darfur, Sudan. The study also attempts to highlight the role of the private sector and voluntary organizations in promoting the educational process in the region. We can therefore say that the difficulties mentioned above have begun to diminish with the presence of some voluntary organizations such as Malam Darfur Peace and Development.A qualitative method for data collection and analysis is adapted in which the researcher interviews some EFL instructors who are currently based in KSA and actually happened to CELTA qualification. The interview questions are conducted to examine their experiences on how the methodology of this course is applicable in different contexts. Finally, the study resulted into the following findings:1.         Teaching and learning the (CELTA) productive skills in a poor learning environment is difficult.2.         Still traditional teaching methods is dominating the EFL classes in Darfur, Sudan.3.         Some voluntary organizations regularly contribute to the development of the learning environment in the region of Darfur.

scholarly journals A Design of Personal Learning Network on Social Networking Tools with Gamification for Professional Experience

2021 ◽  
Vol 16 (18) ◽  
pp. 53
Author(s):  
Janejira Arsarkij ◽  
Thanomporn Laohajaratsang
Keyword(s):  
Social Networking ◽  
Teaching And Learning ◽  
Analytical Data ◽  
Learning Activities ◽  
Professional Experience ◽  
Learning Networks ◽  
Personal Learning ◽  
Learning Network ◽  
Personal Learning Network ◽  
Social Networking Tools

This research aimed to design a novel teaching and learning process in the professional experience training. The Successive Approximation Model (SAM) was applied in the design steps. The attainment of the designed framework derived from numbers of theoretical reviews, as well as the analytical data collected from the expert interviews. The proposed framework included the components of a Personal Learning Network (PLN), the process of PLN, and the professional experience procedure. The components of PLN were: learning resources, learning tools, learning content, and learning activities. In addition, the process of PLN consisted of Creation, Connection, Cognition, and Contribution. The professional experience incorporated nine main activities particularly, enrolling in the course, joining three compulsory seminars, doing two major periods of internship, mentor visiting, submitting assignments, and completing the course. These three concepts were combined into the framework of integrated learning activities, which occurred in social networking tool, Course Networking (CN). It operated as the learning tool utilized the newly created addable badges as a part of gamification features. The assessment results from the eleven experts revealed that the teaching and learning practice using personal learning networks on social networking tools with gamification in the professional experience proved to have high levels of standard evaluation, innovative attributes, design process, teaching and learning procedure, and teaching and learning activities.

scholarly journals Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

2018 ◽  
Vol 9 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Nicole Crawford ◽  
Anita Olds ◽  
Joanne Lisciandro ◽  
Megan Jaceglav ◽  
Marguerite Westacott ◽  
...  
Keyword(s):  
Protective Factors ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Major Theme ◽  
Negative Effects ◽  
Academic Challenges ◽  
Emotional Labour ◽  
Educational Disadvantage ◽  
Care And Support ◽  
The Impact

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

scholarly journals A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences

2019 ◽  
Vol 18 (2) ◽  
pp. ar26 ◽  
Author(s):  
Joseph J. Ferrare
Keyword(s):  
Teaching And Learning ◽  
Observation Data ◽  
Subjective Beliefs ◽  
Dynamic Relationship ◽  
Gateway Courses ◽  
Beliefs About Teaching ◽  
And Mathematics ◽  
Observation Protocol ◽  
Instructional Styles ◽  
Instructional Beliefs

This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that their observable practices could be classified into four instructional styles. Further analysis suggested that these instructional styles corresponded to disparate sets of beliefs about student learning. The results add momentum to reform efforts that simultaneously approach instructional change in introductory courses as a dynamic relationship between instructors’ subjective beliefs about teaching and learning and their strategies in the classroom.

scholarly journals Effective Teaching and Learning

1970 ◽  
Vol 22 (1) ◽  
pp. 32-33
Author(s):  
Mohammad Jalal Uddin ◽  
Abdus Salam
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Change ◽  
Dynamic Relationship ◽  
Teacher Needs ◽  
Class Room ◽  
Written Word ◽  
Teaching Learning ◽  
Effective Teaching And Learning

Teaching-learning process involves teacher and learner in a set of dynamic relationship in order to bring positive change in the behavior of learner. To facilitate learning the teacher needs to make teaching in an organized fashion keeping in mind objectives, contents, methods, assessment and sequence of instruction. Some values are to be communicated in the class room which can not be communicated easily by written word. This small article focuses on essential aspects of the subjectDOI: 10.3329/medtoday.v22i1.5603Medicine Today Vol.22(1) 2010. 32-33

Sign in / Sign up

Export Citation Format

Share Document