Uncovering the layers of foreign language teacher socialization: A qualitative case study of Fulbright language teaching assistants

2016 ◽  
Vol 21 (2) ◽  
pp. 241-257 ◽  
Author(s):  
Baburhan Uzum
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Pedagogical Beliefs ◽  
Multiple Sources ◽  
Language Teacher ◽  
Beliefs And Practices ◽  
Teaching Context ◽  
The Usa ◽  
Teacher's Knowledge

This qualitative case study explored how a novice language teacher negotiated her pedagogical beliefs and practices during her socialization into a foreign cultural and educational context. The focal participant was an Uzbek language teacher at a university in the USA. Using a language socialization theoretical framework, data were drawn from multiple sources such as interviews, video-recorded classroom observations, and classroom materials. The findings indicate that biographical factors (e.g. the teacher’s personal history, experience as a learner), contextual factors (e.g. interactions with students and institutional resources), and dialogic factors (e.g. the teacher’s knowledge of theories of teaching and learning) guided the process of socialization. The teacher was able to transform her beliefs and practices by negotiating the tensions, dilemmas, concerns, and questions across her biography, current teaching context, and theoretical knowledge of teaching and learning.

Investigating English Teacher Candidate’s Use of Instructional Media During the Teaching Practicum: A Case Study

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rachel Ratih Ayu T ◽  
Zakiyah Tasnim ◽  
Annur Rofiq
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Teacher Candidate ◽  
Visual Media ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching Practicum ◽  
Case Study Design ◽  
The Way

This study analyzes the English teacher candidate’s use of instructional media in the teaching practicum. The English teacher candidate who became the participant in this study was doing their teaching practicum in MTsN 5 Jember. This study applied the qualitative case study design. Interview and observation were done one time to select the participant. The four-times classroom observations and questionnaires were used in order to collect the data. This study employed the model of Creswell in analyzing the data. The findings of this study showed that the English teacher candidate applied one type of instructional media namely Visual Media. Those were Picture and Whiteboard. The way the teacher candidate implemented the instructional media was almost the same in each meeting of the teaching and learning process. However, the students’ participation and response were not always the same in every meeting. It depended on the way the teacher candidate managed the class activity.

From Contract to Speculation: New Relations of Work and Production in Freelance Travel Journalism

2018 ◽  
Vol 33 (4) ◽  
pp. 613-630 ◽  
Author(s):  
Tim Rosenkranz
Keyword(s):  
Qualitative Case Study ◽  
The Usa ◽  
Productive Process

This qualitative case study of travel journalism in the USA explores how freelancers produce on speculation because publications do not contractually guarantee pay or advanced resources for travel. Freelance travel journalists therefore experience their work as an investment into an uncertain return in an undefined future. This article shows how such speculation manifests itself as a new productive process and relations of organisational externalisation in lean capitalism. Examining the changing obligations between freelancers and publications without assignment-contracts, this study argues that speculation presents the obfuscation of production. It externalises the risks of production onto the freelancer; reduces organisational control over production; and changes occupational norms and practices.

scholarly journals Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

2021 ◽  
Vol 10 (05) ◽  
pp. 052-061
Author(s):  
MOHMED MOGHAZY
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Policy Practice ◽  
Curriculum Review ◽  
Immigrant Populations ◽  
Main Challenge

Enrolment into Arabic as a second language (ASL) in Dubai has increased steadily due to the high influx of immigrant populations. Although Arabic is the primary language in Dubai mandatory taught in primary schools in Dubai, training and learning face challenges that affect learning a teaching objective. The extant investigation aimed to examine the teaching and learning of ASL in Dubai through exploring the importance of ASL, ALS programs in Dubai, ASL changes and solutions, and the role of technology infusion and motivation in ASL training and learning. The examination utilized a qualitative case study where seven teachers and eight learners were interviewed. The researcher analyzed the data using thematic analysis. The data obtained revealed that ASL is important among non-Arabic natives and immigrants since its improved communication and interaction. The main challenge noted included curriculum shortcomings, inadequate training and learning, poor technology utilization, and insufficient learning times. The findings suggested curriculum review, increase in the technology used in training and learning, and allocation of more time for ASL lessons to curb the challenges. The examinations discuss the policy, practice, and research implications of the findings. Although the findings are insightful in ASL training and learning in Dubai, the researcher recommended extensive research using different methodologies, sample sizes, and other cities in the UAE.

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

2019 ◽  
Vol 36 (02) ◽  
pp. 183-196 ◽  
Author(s):  
Dawn Joseph
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Questionnaire Data ◽  
Learning Space ◽  
Health And Wellbeing ◽  
Bachelor Of Education ◽  
Positive Learning Environment ◽  
Generalist Teachers

AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

Altice: creating a complex and constantly evolving empire

2018 ◽  
Vol 20 (6) ◽  
pp. 545-567 ◽  
Author(s):  
Jason Whalley ◽  
Peter Curwen
Keyword(s):  
Mobile Networks ◽  
Annual Reports ◽  
Negative Consequences ◽  
Longitudinal Case Study ◽  
Multiple Sources ◽  
Content Type ◽  
Holding Companies ◽  
Study Approach ◽  
The Usa

Purpose This paper aims to shed light on the development of Altice, a French-based but multinational operator of cable and mobile networks. Design/methodology/approach A detailed longitudinal case study approach is adopted covering the period 2002 to 2018 (inclusive). Data are drawn from multiple sources, including the annual reports of Altice, its filings with the Securities & Exchange Commission, the prospectuses of Altice S.A. and Altice USA and the trade press. Findings The paper demonstrates how, until recently, Altice’s presence in France was relatively limited. This changed, however, with the acquisition of Numericable and SFR. These purchases, along with those of Suddenlink and Cablevision in the USA, were funded by a substantial increase in Altice’s debt burden. To address the negative consequences of this burden, Altice has retrenched through selling or planning to sell some of its operations and spinning-off Altice USA to its existing shareholders. Research limitations/implications The paper highlights the complexity of multinational telecommunication companies. The challenges of developing a longitudinal case study of a company that operates in multiple countries through cascading holding companies is also illustrated by the paper. Practical implications There is a need for more data to be available in the public domain. This will, amongst other things, facilitate the analysis of companies like Altice that operate internationally and bundle products together to enhance their competitiveness. Originality/value This paper charts the growth of Altice, highlighting the role played by frequent merger and acquisition activity and debt in shaping its development and strategy.

scholarly journals Students’ and Teacher’s Belief About Their Classroom Interactions Toward Teaching and Learning English

2018 ◽  
Vol 6 (3) ◽  
pp. 285
Author(s):  
Martira Fifrilya Ningtyas ◽  
Dewi Rochsantiningsih ◽  
Handoko Pudjobroto
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Lesson Plan ◽  
Classroom Interaction ◽  
English Teacher ◽  
Cooperative Teaching ◽  
Positive Belief ◽  
Research Findings ◽  
Learning English

<p>Belief is an underlying case in human’s decision and attitude, including in the classroom interaction context. Its existence in classroom interaction is revealed in this article by identifying and describing the students’ and teacher’s belief about their classroom interaction toward teaching and learning English. The study was carried out using qualitative case study in Surakarta, at eighth grades student and their English teacher. The data were collected through questionnaire, interview, classroom observation, and teacher’s lesson plan which then reduced to find the smallest valuable unit, categorized based on similarity, and compared to find the relation between the categories thus hypothesis is constructed as the answer. The research findings show that: (1) students believe they have good classroom interaction; (2) the teacher believes that interaction is the students’ need facilitating media; then (3) the belief has affected the students’ paradigm, that now they like English, and has affected the teacher’s decision making on her social interaction and her way of teaching. Having positive belief is beneficial to support cooperative teaching and learning process.</p>

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

Teacher's Perceptions and Practices Regarding Classroom Interaction in Improving Speaking Skills

2020 ◽  
pp. 1-53
Author(s):  
Haya Alshmrani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Style ◽  
Classroom Interaction ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Fourth Level ◽  
Teacher's Beliefs ◽  
Speaking Skills

Teaching is mostly a result of a teacher's beliefs (Chowdhury & Rashid, 2014). What teachers do inside the classroom is a result of their pedagogical perspectives, whether they are conscious of their viewpoint or not (Chowdhury & Rashid, 2014). Therefore, exploring the various pedagogical beliefs and classroom practices may help teachers to be more aware of their applications and teaching style inside the classroom. This study aims to investigate the perceptions and practices of a Saudi English language teacher regarding classroom interaction to improve speaking skills in fourth level students at King Khalid University in Saudi Arabia. It also aims to fill the gap between beliefs and practices by finding out the reasons why there are any discrepancies between her beliefs and practices. The data was collected through interview and classroom observation. The findings found that EFL teachers had a variety of complicated ideas that are similar to classroom interaction principles and also mostly similar to her practices. In addition, the results also revealed the factors that might influence any disagreement among beliefs and practices as educational context (classroom size and time factor), the students’ problems (shyness, lack of confidence and the low level of English proficiency), and the participant (teacher-centred instruction and teacher’s management of teaching and learning activities).to the emotional aspects of language learning.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

Sign in / Sign up

Export Citation Format

Share Document