Chapter 7. Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era

Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

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iPads in the classroom: teachers’ perspectives post-implementation

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v16.n1.321 ◽

2019 ◽

Vol 16 (1) ◽

pp. 14-26

Author(s):

Rob Miles

Keyword(s):

Classroom Management ◽

English Language ◽

Language Teachers ◽

Small Scale ◽

Teachers Perceptions ◽

Language Classrooms ◽

English Language Teachers ◽

Constructivist Epistemology ◽

The Impact ◽

Samr Model

This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research. ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.

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Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

Journal of language and Education ◽

10.17323/jle.2020.10327 ◽

2020 ◽

Vol 6 (2) ◽

pp. 56-75

Author(s):

Nur Gedik Bal ◽

Perihan Savas

Keyword(s):

High School ◽

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teachers ◽

Teachers Perceptions ◽

Efl Teachers ◽

Language Classrooms ◽

English Language Teachers ◽

Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

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Authenticity and awareness of English as a lingua franca in English language classrooms

Glottodidactica An International Journal of Applied Linguistics ◽

10.14746/gl.2021.48.1.06 ◽

2021 ◽

Vol 48 (1) ◽

pp. 103-122 ◽

Cited By ~ 1

Author(s):

ANTONIO TAGLIALATELA

Keyword(s):

English Language ◽

Language Teachers ◽

World Englishes ◽

English Language Teaching ◽

Lingua Franca ◽

Language Classroom ◽

Language Classrooms ◽

English Language Teachers ◽

The One ◽

English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

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It’s Not in the Curriculum: Adult English Language Teachers and LGBQ Topics

Adult Learning ◽

10.1177/1045159517712483 ◽

2017 ◽

Vol 28 (3) ◽

pp. 99-106 ◽

Cited By ~ 5

Author(s):

Christy M. Rhodes ◽

James Coda

Keyword(s):

English Language Learners ◽

English Language ◽

Language Teachers ◽

Secondary English ◽

Post Secondary ◽

Sexual Identities ◽

Language Classroom ◽

Language Classrooms ◽

English Language Teachers ◽

English Language Classrooms

For adult English language learners, the English language classroom provides a space for students to examine cultural as well other identities. However, discussions often center on racial, rather than sexual identities. In addition, attention to how adult English language instructors engage in classroom practices that focus on sexual identities is often limited. This article examines how adult educators in English language classrooms feel regarding the inclusion of Lesbian, Gay, Bisexual, Queer (LGBQ) topics and materials into their curriculum and instruction. Through a web-based survey, teachers described their beliefs, practices, and challenges in creating lessons and responding to student questions in ways that broke down heteronormativity in the adult English language classroom. Findings add to the limited knowledge of how teachers in post-secondary, English language classrooms create and support a culturally responsive learning environment regarding sexual identities.

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Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

Linguistics and Culture Review ◽

10.21744/lingcure.v6ns2.2103 ◽

2022 ◽

Vol 6 ◽

Author(s):

Abdurahman Milad ◽

Dwi Rukmini ◽

Dwi Anggani ◽

Rudi Hartono

Keyword(s):

High Schools ◽

English Language ◽

Language Teachers ◽

Target Language ◽

Teachers Perceptions ◽

English Language Teachers ◽

Communicative Approach ◽

Gender Based ◽

The City ◽

Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

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Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

Studies in English Language Teaching ◽

10.22158/selt.v7n2p148 ◽

2019 ◽

Vol 7 (2) ◽

pp. 148

Author(s):

Dr. David Wealthy Guerrero

Keyword(s):

Public Schools ◽

Foreign Language ◽

English Language ◽

Research Question ◽

General Purpose ◽

Language Teachers ◽

Structured Interviews ◽

Teachers Perceptions ◽

Research Production ◽

English Language Teachers

This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment.

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Effects of Teacher Portfolio Construction on English Language Teachers' Perceived Teaching Competencies

Facilitating In-Service Teacher Training for Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1747-4.ch011 ◽

2017 ◽

pp. 185-207

Author(s):

Ece Zehir Topkaya ◽

Handan Çelik

Keyword(s):

English Language ◽

Language Teachers ◽

Portfolio Construction ◽

Structured Interviews ◽

Teaching Competencies ◽

Teachers Perceptions ◽

Before And After ◽

Native Teachers ◽

English Language Teachers ◽

Teacher Portfolio

This study investigates the effects of teacher portfolio construction upon in-service English language teachers' perceived teaching competencies. With the participation of six non-native teachers, data were collected through questionnaires and semi-structured interviews conducted before and after a sixteen-week teacher portfolio construction program. Analyses of the data through descriptive statistics and inductive content analysis revealed that the teachers' perceptions related to their teaching competencies were quite high prior to the portfolio construction process. After the process, however, decrease was observed in the teachers' perceived competencies. Findings also showed that the portfolio construction program was effective for the teachers' in that the process led them to become more self-evaluative, thus reflective and realistic about their competencies.

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Professional Development Landscapes

Facilitating In-Service Teacher Training for Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1747-4.ch006 ◽

2017 ◽

pp. 98-111

Author(s):

Beril Yucel ◽

Meral Güçeri

Keyword(s):

Professional Development ◽

Action Research ◽

English Language ◽

Collaborative Action Research ◽

Language Teachers ◽

Teachers Perceptions ◽

Collaborative Action ◽

English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

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Task-Based Language Teaching: A Current EFL Approach

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.11n.1p.1 ◽

2020 ◽

Vol 11 (1) ◽

pp. 1

Author(s):

Laxman Prasad Bhandari

Keyword(s):

English Language ◽

Language Teaching ◽

Careful Consideration ◽

Language Teachers ◽

Ethnographic Research ◽

Teaching Approaches ◽

Teachers Perceptions ◽

Positive Attitudes ◽

English Language Teachers ◽

A Current

Task-based language teaching (TBLT) is one of the widely discussed teaching approaches at present. Teaching a lesson using tasks needs careful consideration of the age and interests of the learners. This paper provides an overview, characteristics and advantages of TBLT; highlights teacher and student roles; and explores teachers’ perceptions of task-based language teaching. For this, I purposively selected two English language teachers teaching at secondary levels as the participants of my study. This study applies ethnographic research method and explores the participants’ perceptions of using language tasks in their classrooms. The findings suggest that though English language teachers hold positive attitudes on task-based language teaching as a current EFL approach, they are not well aware of the methods of using this approach in their classrooms.

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