Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

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Right - rote - written : an initial investigation into the use of dictations in Hong Kong secondary school English language teaching

10.5353/th_b3194482 ◽

2001 ◽

Author(s):

Jennifer Lynd

Keyword(s):

Hong Kong ◽

Secondary School ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Initial Investigation

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Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

International Journal of Linguistics Studies ◽

10.32996/ijls.2021.1.2.10 ◽

2021 ◽

Vol 1 (2) ◽

pp. 66-76

Author(s):

Steven Sylvester Bockarie ◽

Michael Sahr Bengu

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Senior Secondary School ◽

Senior Secondary Schools ◽

Senior Secondary ◽

Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

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LITERACIES AND DIGITAL GAMING: NEGOTIATING MEANINGS IN ENGLISH LANGUAGE TEACHER EDUCATION

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v11i01.9831 ◽

2019 ◽

Vol 11 (01) ◽

pp. 153-168

Author(s):

Vanderlei J. Zacchi

Keyword(s):

Teacher Education ◽

Digital Literacy ◽

English Language ◽

New Technologies ◽

Language Teaching ◽

Digital Games ◽

English Language Teaching ◽

Digital Tools ◽

Language Teacher Education ◽

Digital Gaming

Digital epistemologies in the area of literacies and language teaching are becoming increasingly important, due to the radical transformations that our society is undergoing as a result of the advent of the new technologies of communication and of processes linked to globalization. It is a quite relevant and pressing issue, since children and the youth are coming to school in possession of a great deal of knowledge about and competence with digital tools and discourses. On the other hand, there are still a great number of students that lack digital literacy and face difficulties in reading from the screen. Taking into account the fact that the research on digital games and language teaching in Brazil is very incipient, the aim of this project is to examine ways that literacies and digital games can be combined to improve English language teaching in Sergipe and Brazil. Connecting all these topics may bring innovative results with potential to be applied to English language teaching and teacher education and solidify the research in this area.

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