Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication

The purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.

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Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

Teaching and Teacher Education ◽

10.1016/j.tate.2006.10.008 ◽

2008 ◽

Vol 24 (1) ◽

pp. 1-13 ◽

Cited By ~ 10

Author(s):

Alexandra Woodgate-Jones

Keyword(s):

Preservice Teachers ◽

Foreign Language ◽

Language Teachers ◽

Foreign Language Teachers ◽

Subject Knowledge ◽

Teachers Perceptions

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Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

Linguistics and Culture Review ◽

10.21744/lingcure.v6ns2.2103 ◽

2022 ◽

Vol 6 ◽

Author(s):

Abdurahman Milad ◽

Dwi Rukmini ◽

Dwi Anggani ◽

Rudi Hartono

Keyword(s):

High Schools ◽

English Language ◽

Language Teachers ◽

Target Language ◽

Teachers Perceptions ◽

English Language Teachers ◽

Communicative Approach ◽

Gender Based ◽

The City ◽

Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

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Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

African Journal of Teacher Education ◽

10.21083/ajote.v10i1.6587 ◽

2021 ◽

Vol 10 (1) ◽

pp. 242-264

Author(s):

Ernest Nyamekye ◽

Daniel Baffour-Koduah ◽

Esther Asare

Keyword(s):

Teaching And Learning ◽

Survey Design ◽

Language Teaching ◽

Language Teachers ◽

Ict Integration ◽

Teachers Perceptions ◽

Significant Difference ◽

Service Training ◽

Basic School ◽

Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

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Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽

10.3390/languages7010010 ◽

2022 ◽

Vol 7 (1) ◽

pp. 10

Author(s):

Raili Hilden ◽

Anne Dragemark Oscarson ◽

Ali Yildirim ◽

Birgitta Fröjdendahl

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Online Survey ◽

Summative Assessment ◽

Language Teachers ◽

Assessment Practices ◽

Teachers Perceptions ◽

Summative Assessments ◽

Curricular Alignment ◽

Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

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WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4582 ◽

2020 ◽

Vol 36 (4) ◽

Author(s):

Dinh Minh Thu

Keyword(s):

Professional Development ◽

Foreign Language ◽

Empirical Research ◽

Teaching And Learning ◽

Language Teachers ◽

Policy Makers ◽

Teachers Perceptions ◽

The Past ◽

Key Innovation ◽

Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

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Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

Studies in English Language Teaching ◽

10.22158/selt.v7n2p148 ◽

2019 ◽

Vol 7 (2) ◽

pp. 148

Author(s):

Dr. David Wealthy Guerrero

Keyword(s):

Public Schools ◽

Foreign Language ◽

English Language ◽

Research Question ◽

General Purpose ◽

Language Teachers ◽

Structured Interviews ◽

Teachers Perceptions ◽

Research Production ◽

English Language Teachers

This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment.

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Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽

10.2478/eteals-2018-0005 ◽

2018 ◽

Vol 8 (1) ◽

pp. 107-125

Author(s):

Ana Ponce de Leão

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Communicative Competence ◽

Language Education ◽

Language Teachers ◽

English Language Teaching ◽

Intercultural Communicative Competence ◽

Language Teacher ◽

Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

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