Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices

2017 ◽  
Vol 67 (4) ◽  
pp. 286-301 ◽  
Author(s):  
Akram Ramezanzadeh
Keyword(s):  
Grounded Theory ◽  
Middle East ◽  
Adult Learners ◽  
Reflective Practice ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Authenticity In Teaching ◽  
Pedagogical Relationship

This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the instructions of Islam and the collectivist culture of Iran as a country in the Middle East. Three main themes were identified as follows: three-way pedagogical relationship, reflectivity, and context-appropriate adjustments. Three-way pedagogical relationship addressed educators’ learning experiences, subjects driven from the context, and the importance of learners. Also, reflectivity included reflection on content, process, and premise. Furthermore, context-appropriate adjustments referred to the disagreement with conformity to educational systems encouraging nativeness. Indeed, the participants conceptualized authenticity as finding one’s own voice in the midst of the dominant native voices, while reflecting on one’s own pedagogical practices and respecting one’s own religion and context.

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

scholarly journals English teachers' and lecturers' perceptions of reflective practice through video recording at the teacher certification program

2021 ◽  
Vol 8 (2) ◽  
pp. 670-689
Author(s):  
Sitti Fatimah ◽  
Yuli Tiarina ◽  
Fitrawati Fitrawati ◽  
Asri Sekar Mira
Keyword(s):  
Reflective Practice ◽  
Teacher Certification ◽  
English Language ◽  
Video Recording ◽  
Language Education ◽  
English Teachers ◽  
Peer Teaching ◽  
Certification Program ◽  
School Students ◽  
English Language Education

Considering the long-recognized contribution of reflective practice on teachers’ continuous professional development, this article casts new light in reporting English teachers’ and lecturers’ perceptions on the needs to implement reflective practice through video recording during peer teaching in the Indonesian Teacher Certification Program. This needs analysis is conducted as the preliminary step of the Research and Development (RD) project and the data will be taken as the basis for the development of reflective practice model with video recording in peer teaching. The perceptions of the needs were collected through a closed and open-ended questionnaire distributed to two groups of respondents. The first group consisted of pre- and in-service English teachers who participated in the PPG (Pendidikan Profesi Guru) Program, or Teacher Certification Program, during the course of 2018 and 2019; and are now teaching secondary school students within the provinces of West and North Sumatra, Aceh, Jambi, and Riau. The second group was lecturers at the English Language Education Program (ELEP) of Universitas Negeri Padang teaching at the PPG Program. The findings show that most teachers believed that reflective practice using video recording enabled them to see their teaching strengths and weaknesses and, in return, would be able to improve students’ learning outcomes. Similarly, all lecturers also believed that the needs of reflective practice assisted by digital technologies are highly important. In general, the perceptions of these two groups of respondents demonstrate the crucial needs of implementing reflective practice with video recording during peer teaching in the PPG Program.

scholarly journals Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging

2019 ◽  
Vol 36 (1) ◽  
pp. 21-47
Author(s):  
Jennifer Burton ◽  
Shakina Rajendram
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
English Only ◽  
Multilingual Students ◽  
Classroom Language ◽  
Langue Seconde ◽  
Language Orientations

This article explores university English as a Second Language (ESL) instructors’ attitudes toward translanguaging in the classroom and possible reasons for instructors’ resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors’ language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz’s orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semistructured interviews. The findings provide insights into instructors’ attitudes toward translanguaging, the relationship between instructors’ language learning experiences and their classroom language policy, and institutional opportunities and constraints. Le présent article explore les attitudes des professeurs d’anglais langue seconde (ESL) au niveau universitaire face au translangagisme en salle de classe ainsi que les raisons possibles de leur résistance à l’introduction de l’idéologie translangagière dans la pédagogie de l’enseignement de l’anglais. De nombreux travaux de recherche renvoient au translangagisme comme démarche théorique et pédagogique d’enseignement des langues en raison de ses avantages cognitifs, sociaux et affectifs. La pédagogie translangagière invite les professeurs à soutenir le dynamisme et la diversité des pratiques langagières que les étudiantes et étudiants multilingues utilisent déjà dans le cadre de leur répertoire linguistique unitaire. Toutefois, puisque l’enseignement de l’anglais langue seconde en classe reste imprégné de pédagogies, de politiques, et de pratiques exclusivement anglophones, il est essentiel de comprendre le rôle que jouent les idéologies et les orientations des professeurs d’anglais langue seconde dans la formation de leurs pratiques pédagogiques et de leurs politiques d’enseignement en classe. S’inspirant des orientations de Ruíz en matière de planification langagière et de théorie translangagière, la présente étude examine les orientations linguistiques de cinq professeures et professeurs d’anglais langue seconde dans une grande université canadienne à l’aide de données qualitatives recueillies dans le cadre d’entrevues semi-structurées. Les conclusions de l’enquête aident à mieux comprendre les attitudes des professeurs face au translangagisme, la relation entre les expériences d’apprentissage langagier des professeurs, et leur politique langagière en classe ainsi que les possibilités et les contraintes institutionnelles.

scholarly journals “COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America

RELC Journal ◽  
2021 ◽  
pp. 003368822098177
Author(s):  
Thomas S C Farrell ◽  
Connie Stanclik
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Central America ◽  
English Language ◽  
Language Education ◽  
Self Reflection ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers

This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts, identities, and behaviors through five stages of self-reflection in Farrell’s framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher’s stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers’ beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

scholarly journals DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2021 ◽  
Vol 2 (2) ◽  
pp. 145-162
Author(s):  
Muhammad Eka Zuwanda ◽  
Sri Sumarni ◽  
Siti Drivoka Sulistyaningrum
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Educational Institution ◽  
Language Education ◽  
Educational Systems ◽  
Next Generation ◽  
Study Program ◽  
Qualitative Descriptive ◽  
Career Skills

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.

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