scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals طرق تدريس اللغة العربية للناطقين بغيرها

ALSINATUNA ◽  
2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Muhlisin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Material ◽  
Language Teacher ◽  
Professional Teacher ◽  
Teacher Needs

Becoming a professional Arabic teacher needs knowledge, skills, accuracy, strategy, and perseverance. Besides that, a professional teacher of Arabic also needs interesting methods in the teaching and learning process. There are so many teaching methods used in the foreign language teaching and learning. However, some of them are not appropriate to be used. Each of them has strengths and weaknesses, so it is better for a foreign language teacher, especially Arabic teacher not to rely on one method only, but he should choose and determine the appropriate methods which is relevant with the learning material in order to create fun learning process.

scholarly journals Reflexiones sobre la idea de comunicatividad para la clase de español como lengua extranjera en Noruega

2022 ◽  
Vol 9 (2) ◽  
pp. 108-125
Author(s):  
Xavier Llovet Vilá
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Compulsory Education ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Strong Impact ◽  
Development Programs ◽  
Language Teacher

This article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions. Keywords: teacher cognition, Spanish as a foreign language, curriculum reform, teacher development, communicative language teaching. RESUMEN Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias.

The embodied teaching of complex verbal constructions with German placement verbs and spatial prepositions

2020 ◽  
Vol 18 (1) ◽  
pp. 131-161
Author(s):  
Sabine De Knop
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Language Pedagogy ◽  
Vast Number ◽  
New Words ◽  
Language Pedagogy ◽  
Lexical Approach

Abstract In recent years, foreign language pedagogy has recognized the need to focus (i) on larger meaningful sequences of words (Nattinger & DeCarrico, 1992; Wray, 2002; Ellis & Cadierno, 2009; Gonzalez Rey, 2013) and (ii) further on communicative goals (Nunan, 1991; Widdowson, 1992; Savignon, 2000). Difficulties in the learning process of a foreign language result from the conceptual and constructional differences between expressions in the native and foreign language. Teaching materials often propose a lexical approach with an unstructured set of constructed examples. With the postulate of meaningful schematic templates, Construction Grammar (CxG) has a number of assets for foreign language teaching (FLT) and learning (FLL), it allows among others to establish a structured inventory of abstract constructions with prototypical exemplars and inheritance links between the constructions’ instantiations. To be proficient in a foreign language also means to use new words in constructions. Learners can be asked to extend the use of new lexical units as slot-fillers into constructional patterns. This is exemplified with the use of German posture and placement verbs in the caused motion construction and the corresponding intransitive locative construction. But having learned a vast number of constructional templates of a language does not automatically imply that learners can produce L2-constructions and their instantiations in a creative way. Therefore, CxG must be enriched with further insights from Cognitive Linguistics which claims that conceptual categories and their linguistic expressions are the result of embodied processes (Lakoff, 1987). This chapter makes some suggestions for interactive activities which can foster ‘embodied teaching and learning’.

scholarly journals A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021 ◽  
Vol 13 (12) ◽  
pp. 6721
Author(s):  
Wenxiu Chu ◽  
Honggang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Teaching Profession ◽  
Ecological Systems ◽  
Foreign Language Teaching ◽  
Ecological Perspective ◽  
Systems Model ◽  
Efl Teachers

Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

scholarly journals The Role of EFL Teachers in the ESL Setting

LETRAS ◽  
2008 ◽  
pp. 179-191
Author(s):  
Ana Tristana Solano Campos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Linguistically Diverse ◽  
Foreign Language Teaching ◽  
Culturally And Linguistically Diverse ◽  
Efl Teachers

Se describen las acciones que los profesionales de la enseñanza del inglés como lengua extranjera deben llevar a cabo al trasladarse a un contexto en el que se aprende el idioma como segunda lengua. Se subraya la función de esos profesionales como defensores y tutores de estudiantes con diversidad cultural y lingüística. Asimismo, se señalan los importantes aspectos portener en cuenta para cumplir con esa función. A description is provided of the challenges that English as a Foreign Language teaching professionals face when being relocated to an English as a Second Language setting. Language teaching professionals' role as advocates and educational parents to Culturally and Linguistically Diverse (CLD) students is highlighted. The most important aspects to take into account to fulfill such a role are also presented.

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