scholarly journals Teachers’ informed decision-making in evaluation: Corollary of ELT curriculum as a human lived experience

2011 ◽  
pp. 122
Author(s):  
Álvaro Hernán Quintero Polo
Keyword(s):  
Decision Making ◽  
Lived Experience ◽  
English Language ◽  
Language Teaching ◽  
Practical Experience ◽  
Informed Decision ◽  
English Language Teaching ◽  
Small Scale ◽  
Informed Decision Making ◽  
Teachers Perceptions

This article characterizes informed decision-making as one important activity of evaluation in the English Language Teaching (ELT) curriculum. I emphasize on a distinction between human and technical approaches to evaluation. This emphasis is consequence of my reflection upon my and some in-service teachers’ perceptions about literature and small-scale research projects related to the area of evaluation. In this article, I also intend to contribute to an understanding of why educational processes need to be seen as a lived experience for which informed decision-making can be used as a sound practice in a process of evaluation. A practical academic experience illustrates the discussions in this article. I led the practical experience as a professor of a seminar on testing and evaluation in English language teaching (ELT), in the Master’s Program in Applied Linguistics to the Teaching of English as a Foreign Language at the Distrital University in Bogotá, Colombia.

scholarly journals Becoming mentors: a narrative exercise to unveil struggles guiding an english language teaching practicum

2021 ◽  
Vol 10 (11) ◽  
pp. 312-324
Author(s):  
Pilar Méndez-Rivera ◽  
Francisco Pérez-Gómez
Keyword(s):  
English Language ◽  
Public Universities ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Small Scale ◽  
Collaborative Reflection ◽  
Teaching Practicum ◽  
Narrative Study ◽  
English Language Teachers

This paper analyses the memories of two English language teachers recollected about their struggles to break through as practicum mentors in two public universities. This small- scale narrative study emerged from the constant and collaborative reflection upon their long years of experience advising primary and secondary schools’ mentees, and upon the different situations mentors had to experience while performing their job. Findings revealed that despite having worked in two allegedly different settings, both mentors faced similar issues regarding their vision of education, their view on language and their own identity as teachers, which affected their guidance. They also found that the feedback they provided their mentees perpetuated or contradicted dominant visions where inclusion and diversity were neutralized.

scholarly journals ENGLISH TEACHERS' PERCEPTIONS ABOUT THEIR TEACHING: USING ACTIVITY THEORY TO IDENTIFY CONTRADICTIONS

2015 ◽  
Vol 20 (2) ◽  
pp. 159
Author(s):  
Andi Marwan
Keyword(s):  
Activity Theory ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Activity System ◽  
Teachers Perceptions ◽  
Higher Institution

This paper highlights the findings of a study which was undertaken at a vocational higher institution in Indonesia. The aim of the study was to explore English teachers' perceptions about their English language teaching (ELT) in this institution. Activity theory (AT) was employed as the framework for guiding the study owing to the fact that its focus was on the identification of contradictions occurring in the activity system. From AT analysis, several contradictions could be located within the context of ELT in this institution. Recommendations for the improvement of ELT in this particular institution were also provided.

scholarly journals An investigation into teacher awareness of, and attitudes towards, English as a Lingua Franca within Business English instruction in the UK

2020 ◽  
Author(s):  
Gemma Louise Williams
Keyword(s):  
Mixed Methods Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Small Scale ◽  
Business English ◽  
Global Business ◽  
Lingua Franca ◽  
Teacher Awareness ◽  
The Uk

Masters in English Language Teaching Dissertation, from University of Sussex, 2016. This dissertation documents the research into Business English (BE) teacher awareness of, and attitudes towards, English as a Lingua Franca (ELF). Given that English has become the international language of global business and trade, used widely to communicate across linguistic and cultural borders, the argument is made that ELF is the most relevant paradigm for BE instruction, in contrast to the still currently dominant English as a Foreign Language (EFL) paradigm that has housed most English Language Teaching (ELT). A further argument is made that a number of what the author refers to as core ‘ELF competences’, primarily Intercultural Communicative Competence (ICC), accommodation strategies and aspects of the phonological Lingua Franca Core (LFC), are the most relevant and teachable aspects of ‘ELF-talk’ to BE learners.The research took the form of a small Mixed Methods Research (MMR) case-study of a group of BE teachers based in the South of England, UK. Twelve participants completed questionnaires, modelled loosely on that used in Dewey’s 2012 research into teacher awareness of ELF and ELT teacher training. A further two participants were selected for follow-up classroom observations and interviews.A review of the literature indicates that teachers often possess limited awareness of the constructs of ELF or ICC and when there is awareness, demonstrate a conflict between their beliefs surrounding the relevance of these constructs to their teaching and their willingness or ability to apply those beliefs in practice. The findings from this research, however, do not support those claims and instead indicate relatively high levels of applied ELF awareness in practice. Due to the small-scale nature of this investigation it is impossible to infer that this difference in results emanates from the fact that the subjects in this research were BE as opposed to General English teachers, as has been the case in previous research, therefore implications for further research indicated by this study include a more widespread investigation into BE teacher awareness and attitudes towards ELF.

scholarly journals Stakeholder Perspective toward English Language Teaching in Pesantren

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
M. Zuhri Fakhruddin ◽  
Fika Megawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Method Development ◽  
Teaching Method ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Learning Activity ◽  
Small Scale ◽  
Material Structure

In the teaching and learning activity, condusivity and effectivity are determined by various factors, such teacher and students’ behavior, teaching instrument, methodology and material structure. Each stakeholder may have different perspective upon these various aspects and –perhaps- will significantly influence their behavior toward the activity of teaching and learning. In a premise that a positive behavior and constructive collaboration is built on a linier perspective among stakeholders, this small scale research intends to investigate stakeholders’ perspective upon English Language Teaching in Pesantren Bilingual Al Amanah, Junwangi, Krian. Through a direct structured interview with stakeholders (teacher, head of language enforcement, and some representative students), researcher collects the data to be analyzed, interpreted and presented in an analytical descriptive report. The finding will be significant toward the foundation of stakeholders’ harmonization, enhancement of teaching method, development of English Language Teaching program in Pesantren as well as a milestone of further research and innovation.

scholarly journals A systematic analysis of a two-word concgram in Nepalese policy documents: A corpus-driven approach

2019 ◽  
Vol 24 (1-2) ◽  
pp. 33-51
Author(s):  
Madhu Neupane Bastola
Keyword(s):  
Corpus Linguistics ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
Practical Experience ◽  
Corpus Analysis ◽  
English Language Teaching ◽  
Systematic Analysis ◽  
Training Courses ◽  
The University

Corpus linguistics can inform language teaching in various aspects from syllabus designing to creating exercises based on the real use of language. However, its use in language teaching is still rare. In the context of Nepal, though corpus linguistics forms a part of the University Curriculum in English Education, the students are rarely offered a practical experience of corpus analysis. The same is the case with teacher training courses. This paper followed an analytical procedure for identifying phraseological variation within a two-word ‘concgram’ that is a set of co-occurring words. In this paper, a two-word concgram, make/effort, is analyzed to identify concgram configurations, the most frequently used form, and its meaning by using concordance lines. Lastly, the paper presents the implications of corpus analysis in English language teaching.

Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching

2017 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marwa Alnajjar ◽  
Billy Brick
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Mixed Method Research ◽  
Learning Tools ◽  
Computer Lab ◽  
Teachers Perceptions ◽  
One Year

This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.

scholarly journals Towards the Development of an Exhaustive Translation Theory

2020 ◽  
Vol 3 (1-2) ◽  
pp. 1-11
Author(s):  
Nabaraj Neupane
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Small Scale ◽  
Translation Theory ◽  
The West ◽  
Post Colonial ◽  
Language And Culture ◽  
Separate Discipline

Systematic studies on translation began only after its introduction as a separate discipline in the 1970s. The movements of the mid-twentieth century established translation theories like functional, post-colonial, and systems and proved relevance for translation works. Thus, a brief survey of translation theories that were developed and applied in the Western countries is significant, rational, and timely. In this context, the present paper focuses on the delineations of the translation theories developed in the West. Further, these theories have been included within applied linguistics and English language teaching courses. Since the wholistic expansion of all of them is impossible and unnecessary in such a small-scale study, this article presents a brief survey of only contemporary theories, which have been developed from the 1970s to the present date. A survey of these theories exhibits that none of them is exhaustive enough within itself and therefore, a new theory that is intelligible, practical and relevant is yet to be developed The implication of this study in English language teaching is that the translation and the transtlation theories offer insights into the sensitivities of language and culture for language teachers while teaching.

scholarly journals EASY ENGLISH GRAMMAR

2022 ◽  
Author(s):  
Dr AnandaKumar V
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Assistant Professor ◽  
Practical Experience ◽  
English Language Teaching ◽  
The Real ◽  
English Grammar ◽  
Simple Sentences ◽  
Satisfactory Manner ◽  
Simple Life

A tremendous effort has been made to bring out the grammar book, a simple one in the real sense of the title “Easy English Grammar” not only by giving simple definitions in simple sentences but also by quoting examples relevant to simple life situations with lofty thoughts.Being author of this book, I have tried my best level to bring out this book in a satisfactory manner out of my rich practical experience as a teacher of the college more than one decade in the field of English Language teaching working as an Assistant Professor of English. Thirty-seven exercises have been given in the book. Students do them sincerely.

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