Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong

2020 ◽  
pp. 136216882093344 ◽  
Author(s):  
Anisa Cheung ◽  
Mairin Hennebry-Leung
Keyword(s):  
Contextual Factors ◽  
Teacher Cognition ◽  
Literary Texts ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
Academic Year

Although much has been written about the relationship between teachers’ beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher’s beliefs and practices about teaching literary texts, drawing on Zembylas’ three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher’s beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition.

scholarly journals A TEACHER’S BELIEFS ON THE INTEGRATION OF VIDEO TECHNOLOGY IN TEACHING SPEAKING: A CASE STUDY

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Adin Fauzi ◽  
Desy Damayanti ◽  
Takdir Ilahi
Keyword(s):  
Technology Integration ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Video Technology ◽  
Beliefs And Practices ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Strongly Connected ◽  
Teacher's Beliefs

This study investigates the teacher’s beliefs on video technology integration in ELT. A case study was employed as the research design to produce an in-depth description of video technology integration that is rich and holistic. An English teacher was purposefully selected as the research subject of the study. The results of the study indicate that the teacher’s beliefs about English, teaching and learning, and video technology are strongly connected with teaching practices. Moreover, the findings show that there is no any discrepancy between beliefs and practices. This study attempts to contribute to the literature on the study of the teachers’ beliefs that underlie teaching practices. Teachers should understand their own beliefs to promote effective teaching practices.

scholarly journals Teachers’ Belief and Practices in Teacher-Centered Empowerment Reform in Taiwan

2015 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Yu Shu Kao
Keyword(s):  
School Administration ◽  
Contextual Factors ◽  
Educational Background ◽  
Future Research ◽  
Personal Factors ◽  
Beliefs And Practices ◽  
Demographic Profiles ◽  
Study Approach ◽  
Teachers Beliefs

Over the past 2 decades, Taiwan has introduced a series of decentralization reforms in school administration and curriculum. Teachers, who are at the center of these reforms, are expected to enrich their knowledge and cultivate strong beliefs regarding these reforms; the teachers’ beliefs and knowledge are not only affected by their personal profile but also by contextual factors of structure and culture at all levels. I conducted this study in order to explore these factors and determine how they affect teachers’ beliefs and practices. Qualitative methods guided this study in which a case-study approach was used. The findings of this study highlight a variety of factors that were identified by teachers. Contextual factors of structure and culture identified by the teachers include the context of the classroom, school administration and top-down authority, teachers’ culture, and government policy. The personal factors include personality, educational background and teacher preparation, demographic profiles, and teachers’ abilities. For the purpose of developing a comprehensive and culturally sensitive model of belief development, implications for practice and future research are provided.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

‘No learned rhetorical flourishes!’ Anti-rhetorical narration and metaphorical agency in Raabe’sCeltic Bones

2013 ◽  
Vol 22 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Helena Elshout
Keyword(s):  
Clear Distinction ◽  
Literary Texts ◽  
Conceptual Metaphors ◽  
The Real ◽  
Figures Of Speech ◽  
Cognitive Studies ◽  
Virtual Events ◽  
Narrative Function

As Monika Fludernik (2011) points out, creative metaphors receive less attention than conceptual metaphors in cognitive studies. The complex role of metaphor in literature and its narrative function needs to be further explored. Realistic novellas do not display a predilection towards elaborate creative metaphors. They contain other figures of speech and more conventional figurative forms such as symbols, allegories and similes – the latter to approximate an experience or perception. My hypothesis is, however, that in realistic texts metaphorical agency is often contained and instigated by virtual micronarratives (digression, memory, association, imagination and dream). How does metaphoricity relate to virtual parts of the storyworld? In order to investigate this question I use Wilhelm Raabe’s poetic realist novella Keltische Knochen ( Celtic Bones, published 1864) as a case study. Raabe’s travel account shows how virtual passages can receive and entail a metaphorical dimension. In Raabe’s novella the narrator witness claims that it does not manipulate reality by rhetorical tricks and metaphorical transformations, and therefore makes a clear distinction between the virtual and real parts of the storyworld. At the same time this distinction is undermined because the virtual events interfere with the real events and transform them into metaphorical sequences. The metaphorical sequences open up alternative segments of the storyworld that can be coined as paranarratives. The case study exposes the negotiability and the co-text dependence of literary metaphoricity and contributes to the exploration of the narrative potential of figurativeness in literary texts.

scholarly journals Spoken Language Teaching: What Do Teachers Believe in?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salmiza bt Abdul Rahim ◽  
Hamidah Yamat ◽  
Parilah bt Mohd Shah
Keyword(s):  
Content Knowledge ◽  
Teaching Practices ◽  
Language Teaching ◽  
Spoken Language ◽  
Development Programs ◽  
Beliefs And Practices ◽  
Focal Attention ◽  
English Subject

This paper is a qualitative case study that aims to explore beliefs and practices of four English lecturers, by focusing on two components related to content knowledge of spoken language teaching, namely spoken forms (grammar and vocabulary), and interactional skills. It also aims to see how their held beliefs influence their teaching practices. To fulfil this purpose, four English lecturers teaching communicative English subject, contextualized in one polytechnic in Malaysia, were purposively selected as participants of the study. The data were gathered through interviews, non-participant classroom observation, as well as collection of relevant documents. The Atlas t.i. program was used to manage the data and thematic analysis was applied in data analysis. Generally, the findings indicate that the participants viewed the knowledge about spoken form as a relevant exposure to students, but it should not be the focal attention of the lesson. They also believed that interactional skills could be acquired through frequent speaking practices, and these beliefs are consistent with their teaching practices. The data also revealed some misconceptions about certain concepts in spoken language, and the teaching of the components in focus is found to be limited. This indicates a lack of depth content knowledge among the lecturers in these specific areas, hence recommendations for appropriate trainings and professional development programs are made to facilitate teachers to be more well-informed with their pedagogical decisions in classroom. In conclusion, this study illuminates the salient role of content knowledge among practicing teachers, as it potentially affects their teaching practices.

scholarly journals Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras

2021 ◽  
Author(s):  
◽  
Maria Auxiliadora Cerrato Corrales
Keyword(s):  
New Zealand ◽  
Teaching Practice ◽  
Study Data ◽  
Leadership Role ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Capital Cities ◽  
Beliefs And Practices ◽  
Teachers Beliefs

<p>The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate their beliefs regarding children’s leadership into practice. This study has the potential to increase our understanding of beliefs and practices that will assist teachers in supporting children’s leadership. The study used a comparative case-study design in order to look at similarities and differences between the two cases, focusing on two early childhood centres from low socio-economic areas in the capital cities of each country. Two teachers from each centre were asked to be participants in the study. Data was gathered through semi-structured interviews, participant observations, and documentation. The findings suggest that both New Zealand and Honduran teachers translate their beliefs regarding children’s leadership into practice. However, the findings showed significant differences between New Zealand teachers’ child-directed and Honduran teachers’ teacher-directed beliefs and practices. The teachers in the New Zealand settings encourage leadership by empowering the children to deliberately take a leadership role, while the teachers in the Honduran settings encourage leadership by allocating opportunities for the children to take a leadership role. In addition, the teachers in New Zealand highlighted their belief and practice concerning children sharing leadership, while the concept of sharing leadership was not emphasized by the Honduran teachers. This study suggests the importance of teachers reflecting on their beliefs regarding children’s leadership and how these guide their teaching practice in order to support children’s leadership.</p>

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