scholarly journals Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

2021 ◽  
Vol 23 (2) ◽  
pp. 182-195
Author(s):  
Julia Zoraida Posada Ortiz ◽  
Harold Castañeda Peña
Keyword(s):  
Data Collection ◽  
English Language ◽  
Teacher Education Program ◽  
Public University ◽  
Indigenous Research ◽  
Language Teacher Education ◽  
Doctoral Research ◽  
Joint Construction ◽  
Data Collection Process ◽  
The University

This article comprises part of a broader doctoral research project that seeks to explore the senses of community of four English language pre-service teachers (ELPTs) of a public university in Bogotá, Colombia. This study used a relational methodology that introduces an interepistemic dialogue between mainstream research and the Indigenous Research Paradigm. The data collection process was carried out through five sessions jointly agreed upon and designed with the participants. The main data collection instruments were autobiographies, which were a joint construction, and transcripts of the sessions. The research results show that the university, the English language teacher education program (ELTEP) and the practicum, among others, are part of a constellation of communities of fear or communities that represent a challenge. It was concluded that it is possible to understand the constellation of fear through an alternative theoretical framework that includes community as commodity, as immunity, and as struggle. This study contributes to research trends that seek to privilege the research participants’ voices and offers a different way to approach communities in ELT.

scholarly journals Project J-Hawk: Leadership in English Language Teacher Education

2018 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Margaret Coffey
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Teacher Education Program ◽  
Gifted Students ◽  
Public Affairs ◽  
Language Teacher Education ◽  
Department Of State ◽  
Fulbright Scholar ◽  
The University ◽  
The U.S

The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.

scholarly journals English as a Foreign Language: Insights from a Public University in Bangladesh

2021 ◽  
Vol 4 (1) ◽  
pp. 234-237
Author(s):  
Mohammad Afzal Hossain
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
English Language ◽  
Learning Experience ◽  
Public University ◽  
English Language Teaching ◽  
Survey Questionnaire ◽  
Data Collection And Analysis ◽  
The University ◽  
Structured Questionnaire

This study intends to examine the perspective of learners from a public university regarding English Language Teaching (ELT) syllabus and pedagogy. The learners in this study are studying Masters (MA) in ELT at Mawlana Bhashani Science and Technology University (MBSTU). MBSTU is a public university situated in Tangail, Bangladesh. Being their direct teacher, I thought it would be interesting to find out how my students are perceiving ELT courses, in fact the process of data collection and analysis has been an important learning experience for myself, allowing me to delve into the loopholes and strengths of the current ELT curriculum.  The survey questionnaire was sent to thirty of the currently enrolled MA students but fourteen responses were obtained due to the current Corona virus pandemic situation. It is worthwhile to mention that this is the first cohort of students for the MA in ELT program at MBSTU. The MA in ELT program was introduced in the university in 2019. This study was conducted using a semi-structured questionnaire, and data was analyzed qualitatively. The findings from the study suggest that the students prioritize speaking English fluently and pronouncing English vocabulary correctly. The MA syllabus was highly commended by students as it focuses on pronunciation through the course of Phonetics and Phonology.

scholarly journals Project J-Hawk: Leadership in English Language Teacher Education

2018 ◽  
Vol 5 ◽  
pp. 8
Author(s):  
Margaret Coffey
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Teacher Education Program ◽  
Gifted Students ◽  
Public Affairs ◽  
Language Teacher Education ◽  
Department Of State ◽  
Fulbright Scholar ◽  
The University ◽  
The U.S

The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.

scholarly journals Assessment of English Learning in a Language Teacher Education Program

2019 ◽  
pp. 193-214
Author(s):  
Leonardo Herrera Mosquera ◽  
Lilian Cecilia Zambrano Castillo
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Assessment Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Course Syllabi ◽  
Teachers And Students ◽  
Qualitative Descriptive

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program: A Preliminary Approach

2013 ◽  
Vol 15 (1) ◽  
pp. 85 ◽  
Author(s):  
Claudia Patricia Franco ◽  
Hector Alejandro Galvis
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Vocabulary Knowledge ◽  
Linguistic Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Situational Context ◽  
Basic Vocabulary

This research aims to provide a preliminary approach on to what extent linguistic and situational contexts are conducive to successfulvocabulary recognition in discrete-item testing in the context of a language teacher education program in Bogotá. This study resorted to the useof four different types of vocabulary tests administered during a one-semester period to two different classes. The data collected revealed thatstudents had more success in a test of productive vocabulary (L2 to L1 translation) than in other types of tests, namely, productive vocabulary(L2 to L1 translation/multiple choice), L2 to L1 translation provided with linguistic context and cued situational context. The findings of thisresearch suggest that the participating pre-service teachers had not reached the basic vocabulary knowledge of the English Language at thetime of this study. It was also found that vocabulary items devoid of contextual cues are more accurately identified than those embedded withina linguistic context and a cued situational context.

scholarly journals Integrated actions of information and knowledge management in the accountig sector of a public university

2013 ◽  
Vol 7 ◽  
Author(s):  
Suzana de Lucena Lira ◽  
Emeide Nóbrega Duarte
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Data Collection ◽  
Organizational Knowledge ◽  
Public University ◽  
Methodological Aspect ◽  
Public Higher Education ◽  
Qualitative And Quantitative ◽  
The University ◽  
Information And Knowledge Management

It discusses the relevance of information and knowledge management in an institution of public higher education. It focuses on the stimulus, which can be implemented through assertive actions in the creation and maintenance of organizational knowledge, and as a general objective, analyzing the actions of the management of information and the knowledge of the technical coordination of Accounting and Finance of the University. In the methodological aspect, the research is characterized as study of case and field, configured as a study of qualitative and quantitative, exploratory and descriptive nature. It uses as a tool for data collection an individual questionnaire, without identification, which allowed us to recognize the actions of IKM, through the ‘diagnosis of knowledge management’, in the perspective of Bukowitz and Williams, adopted as a parameter. For the organization and analysis of data, the analysis of content was made. The results obtained reveal that the findings of the survey were positive for the shares of IKM, although there is a need for improvement with regard to encouraging the sharing of knowledge in the areas that make the Coordination of Accounting and Finance of the University.

scholarly journals Investigation into Common Errors in English Writing among Non-Academic Staff at a Malaysian Public University

2022 ◽  
Author(s):  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Suhaimi Engku Atek ◽  
Zailani Jusoh
Keyword(s):  
English Language ◽  
Academic Staff ◽  
Public University ◽  
University Management ◽  
Word Use ◽  
English Writing ◽  
The Government ◽  
The University ◽  
Writing Competence ◽  
Writing Errors

The Malaysian government has long recognized the significance of mastering the English language among its citizenry. The government has planned, and subsequently, implemented many policies to ensure Malaysians master the English language. Although civil servants have a strong desire to master the English language to perform their duties more efficiently, poor English communication skills have become a major concern in this regard. Therefore, this research aims to investigate common errors in writing the English language among non-academic staff at Universiti Sultan Zainal Abidin (UniSZA), a public university in Malaysia. The study employed an Error Analysis approach by conducting document analysis where every respondent was required to write a paragraph in the English language in about 150-200 words on the topic“My greatest challenge as a UniSZA officer”. The findings revealed that a sizeable number of non-academic staff committed different types of errors in writing the English language, including errors related to subject-verb agreement, passive voice, plurality, choice of word, omission of word, use of article, tense sequence, word ordering, gerund, addition of word/redundancy, and comparison of adjective. It was observed that lack of linguistic skills, lack of exposure, and inadequate practices in written English were the main factors contributing to the English writing errors among the non-academic staff. These findings could help the university management to develop appropriate programs that can assist the non-academic staff to develop English writing competence. However, this study is limited to English writing errors. Further research may focus on other language skills such as speaking and listening.

scholarly journals Language learning experience of first year English majors as they see it

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Karina Dupák
Keyword(s):  
Language Learning ◽  
Study Skills ◽  
English Language ◽  
Learning Experience ◽  
First Year ◽  
Language Teacher Education ◽  
English Majors ◽  
Group Interviews ◽  
The University ◽  
Shed Light

The results of previous surveys carried out at the Department of English Language Teacher Education and Applied Linguistics of the University of Szeged show that the majority of English majors is not prepared enough for their studies, their level of proficiency and study skills are often not satisfactory, and they have difficulty in assessing their own strengths, weaknesses and the reasons for being unsuccessful (Doró, 2010). Arising from the previously mentioned conclusions, the present paper aims to find out more about first-year English majors’ study skills, strategies and self-perception in the form of five semi-structured group interviews. The students’ answers shed light on what aspects of studying students have problems with, how they monitor and adjust their own studying process, what their goals are and what methods they use to become more fluent speakers and better students.

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