scholarly journals Creating pathways to developing a “Teacher Self” through metaphor analysis

2019 ◽  
Vol 106 (1) ◽  
pp. 41-58
Author(s):  
Chin-Wen Chien
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Teaching ◽  
Professional Identities ◽  
Positive Attitudes ◽  
Writing Analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals Educational Equality

2019 ◽  
pp. 13-24
Author(s):  
Laura Matson
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Educational Equality ◽  
Affective Factors ◽  
Self Confidence ◽  
Systemic Level ◽  
The Impact

This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level. 

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals Teaching Speaking Through Public Speaking Course

2013 ◽  
Vol 7 ◽  
pp. 183-203
Author(s):  
Shampa Iftakhar
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Public Speaking ◽  
Vital Role ◽  
English Language Teaching ◽  
Teaching Improvement ◽  
Improvement Project ◽  
Speaking Skill ◽  
Regular Practice

In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers’ and learners’ opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203

scholarly journals Research on English language teaching and learning in Argentina (2007–2013)

2016 ◽  
Vol 49 (3) ◽  
pp. 356-389 ◽  
Author(s):  
Melina Porto ◽  
Ann Montemayor-Borsinger ◽  
Mario López-Barrios
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
English Language ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
History Of ◽  
Education And Development

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, FL teacher education and development, content and language integrated learning (CLIL), computer-assisted language learning (CALL), the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

scholarly journals Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Syeda Naureen Mumtaz ◽  
◽  
Dr.Uzma Quraishi ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
National Curriculum ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language

The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

scholarly journals “Lá vem a aula que eu não aprendo nada”: insucesso na aprendizagem de língua inglesa como segunda língua

2020 ◽  
Vol 6 (2) ◽  
pp. 298-306
Author(s):  
Ueverson Mendes Oliveira
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
English Learning ◽  
Learning And Teaching ◽  
The Public

This article deals with the reasons that may influence the English language teaching and learning failure in the public school context. This research aimed to understand the factors that can influence the malfunction in the interaction between teacher and student in the classroom. Theoretical contributions to the teaching of English as a foreign language were used to understand the ways that the teaching has been understood. The data presented were obtained through a search in the available academic material concerning English language teaching in public schools. Three factors were found and highlighted as meaningful and which are directly hooked to the English learning and teaching failure.

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