scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align: justify;">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align:justify">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language

ReCALL ◽  
2011 ◽  
Vol 23 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Victoria Antoniadou
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Foreign Language ◽  
Student Teachers ◽  
Activity Theory ◽  
Conceptual Understanding ◽  
Second Life ◽  
Language Instruction ◽  
Initial Training ◽  
Teaching English

AbstractThis article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers’ conceptual understanding of Network-Based Language Instruction.

scholarly journals English teachers’ attitudes toward their new roles promoted by English-as-an-international-language pedagogy

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Rahimi ◽  
Maryam Pakzadian
Keyword(s):  
Intercultural Competence ◽  
Instructional Materials ◽  
Successful Implementation ◽  
Teaching English ◽  
Language Teacher Education ◽  
Teaching Methodologies ◽  
Language Pedagogy ◽  
International Language ◽  
Correct Model ◽  
Teachers Attitudes

Teaching English as an International Language (EIL) has gained significant ground in recent years. However, the successful implementation of EIL pedagogy largely depends on teachers’ attitude toward EIL. As such, exploring teachers’ attitudes toward principles of EIL pedagogy is of paramount significance. To this end, we examined teachers’ attitudes toward their new roles promoted by principles of EIL pedagogy. Four major findings emerged. First, teachers still consider native accent the correct model. Second, participants were not aware of their role as promoters of intercultural competence, and culture was not a planned part of the curriculum. Third, the teachers were mostly passive consumers of commercial textbooks instead of being critical users of instructional materials. Fourth, the majority of participants were not critical users of teaching methodologies. The implications of our findings for language teacher education in the contexts of EIL are also discussed.

scholarly journals Theatre as a Communicative Strategy for Teaching English as a Foreign Language to Primary Education Undergraduates: A Pedagogical Experience

2020 ◽  
pp. 133-150
Author(s):  
Betlem Soler Pardo
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Primary Education ◽  
Language Teachers ◽  
Educational Tool ◽  
Teaching English ◽  
University Level ◽  
Communicative Approach ◽  
Communicative Strategy

As language teachers we are constantly trying to establish a suitable atmosphere in which communication skills can be fully developed through activities or exercises which involve a stimulus, as a language is learnt more easily when the elements used to teach are more appealing. Theatre can perform this role as it is an educational tool that has been explored for the instructions of languages since the emergence of the Communicative Approach. The purpose of this article is twofold: firstly, to examine the effectiveness of theatre in general with reference to the numerous arguments in favour of using this didactic tool in the classroom. Secondly, to draw attention to the benefits and challenges of using theatre to teach a foreign language at university level by presenting the performance of eight plays based on popular tales in the classroom through a series of practical activities using the task-based learning methodology.

Exploring an approach for teaching subject specific genres in Chinese

2006 ◽  
Vol 29 (1) ◽  
pp. 6.1-6.22
Author(s):  
Mark Shiu Kee Shum
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Medium Of Instruction ◽  
Teaching English ◽  
Second Language Teaching ◽  
School Subjects ◽  
Subject Specific ◽  
English Speaking ◽  
Interest In Research

This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.

Exploring an approach for teaching subject specific genres in Chinese

2006 ◽  
Vol 29 (1) ◽  
pp. 6.1-6.22 ◽  
Author(s):  
Mark Shiu Kee Shum
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Medium Of Instruction ◽  
Teaching English ◽  
Second Language Teaching ◽  
School Subjects ◽  
Subject Specific ◽  
English Speaking ◽  
Interest In Research

This research seeks both to describe Chinese genres found in a range of school subjects and to develop models of pedagogical principles for their teaching. Thus far, most of the research has been devoted to the teaching of genres for first and second language teaching, though there is a developing interest in research into the teaching of genres in teaching English as a foreign language. There is a need to develop genre-based research in languages other than English, in order to test the application of the theory to non-English speaking contexts. This paper reports on an approach to the study of Chinese genres for examination purposes, developed in Hong Kong, where, since 1997, official support has been given to the use of Chinese as a medium of instruction. The study is not yet completed, though there is some encouraging evidence that the genre-based approach is proving useful.

scholarly journals METODOLOGÍA PARA FAVORECER LA COMUNICACIÓN INTERCULTURAL EN INGLÉS EN ESTUDIANTES DE LA CARRERA DE HOTELERÍA DE LA UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ, ECUADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Raisa Macías Sera ◽  
Isel Ramírez Berdut
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Oral Communication ◽  
Foreign Languages ◽  
Teaching English ◽  
Assessment Practice ◽  
Palabras Clave ◽  
English Speaking

La competencia intercultural se ha incorporado en los últimos años al discurso de la didáctica de las lenguas extranjeras. Es interés de los estudiosos buscar estrategias para promover el intercambio respetuoso entre los aprendices de una lengua extranjera y los nativos, y su inserción al nuevo contexto; así como establecer   un   clima   distendido   entre   quienes   trabajan   con   visitantes extranjeros y aquellos que visitan una región por interés profesional o turístico. La metodología y el conjunto de tareas comunicativas para la enseñanza de inglés que se aplica a estudiantes de 4to semestre de la carrera de Ing. en Empresas Hoteleras en la Universidad Laica Eloy Alfaro de Manabí- Bahía de Caráquez, tienen como propósito el desarrollo de la comunicación oral intercultural  relacionado  con  la  proyección  profesional  de  los  estudiantes debido a su encuentro con turistas y colegas provenientes de países anglo parlantes. La metodológica aplicada consta de tres etapas estrechamente relacionadas, Diagnóstico, Ejercitación y Evaluación apoyada en un conjunto de tareas comunicativas interculturales que favorecen la comunicación oral intercultural y el intercambio respetuoso entre los estudiantes y los colegas o turistas. PALABRAS   CLAVE:   interculturalidad;   tareas   comunicativas;   diagnóstico; turismo. ABSTRACT The Intercultural competence has been incorporated to didactics in recent years to address the teaching of foreign languages. It is interest of scholars to seek strategies to promote friendly exchanges between learners of a foreign language and natives, as well as their integration into the new context. It is intended for researchers, a relaxed atmosphere among those working with foreign professionals and those visiting a region. The methodology and the set of tasks for teaching English to students in 4th semester in hotel companies at Eloy Alfaro University in Bahia de Caráquez.is with the purpose to develop the intercultural  oral  communication  related  to professional  projection  because students need to meet with colleagues and tourists from English speaking countries. The methodology consists of three closely related stages, assessment, practice  and  evaluation  supported  by  a  set of intercultural communicative tasks that promote intercultural oral communication and respectful exchange between students and colleagues or tourists. KEYWORDS:   Intercultural   competence;   communicative   tasks;   tourism; assessment.

Sign in / Sign up

Export Citation Format

Share Document