scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

scholarly journals Practices of an English language classroom from a postmethod perspective

2020 ◽  
Vol 42 (2) ◽  
pp. e51966
Author(s):  
Fernanda Caiado da Costa Ferreira ◽  
Laryssa Paulino de Queiroz Sousa ◽  
Neuda Alves do Lago ◽  
Francisco José Quaresma de Figueiredo
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Applied Linguistics ◽  
Literary Texts ◽  
Language Teacher Education ◽  
Language Classroom ◽  
Empirical Material

What is language? What is the best approach to teach a language? These questions have guided numerous studies in the field of applied linguistics (Donato, 1994; Ellis, 1985; Figueiredo, 2018; Hall, 2003; Pennycook, 1989). However, by considering that the difficulties and necessities of the language learning process are always influenced by its context, we perceive the temporary answers offered as localized possibilities. Thus, this qualitative study has no intention of providing universal and totalizing answers to these inquiries. Nonetheless, the practices of an English language classroom are investigated in this research to provide empirical material for the discussion of these matters. The classes observed were grounded on premises of critical applied linguistics and critical language teacher education. In the interactions analyzed, the seven students who participated in the study problematized essays and literary texts written by subaltern bodies, such as Wong’s (1980) and hooks’s (1994), who represent marginalized US groups. The specific objectives of this research are: a) to observe and discuss the elements that stand out during the learners’ interactions; and b) to investigate the students’ perceptions of this experience. The study shows that, more than following a method, adopting an approach that focuses on interactions as a means of promoting both linguistic improvement and questioning of naturalized assumptions is an effective way to learn and teach a foreign/second language. Furthermore, the practices discussed are in accordance with the ideas expressed by Kumaravadivelu (1994, 2001, 2003a, 2003b, 2005, 2006, 2012), for whom the postmethod perspective, connected with critical perspectives, seeks to equip student teachers with knowledge, attitudes and autonomy necessary to adopt a reflective posture towards their practices.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

2018 ◽  
pp. 71-92
Author(s):  
Leena Kuure ◽  
Maritta Riekki ◽  
Riikka Tumelius
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Social Action ◽  
Meaning Making ◽  
Full Spectrum ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Language Pedagogy ◽  
Mediated Discourse ◽  
Nexus Analysis

Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

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 Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

Disrupting course design in online CALL teacher education: An experimentation

2018 ◽  
Vol 15 (3) ◽  
pp. 146-163 ◽  
Author(s):  
Francis Bangou ◽  
Gene Vasilopoulos
Keyword(s):  
Teacher Education ◽  
Data Collection ◽  
Language Learning ◽  
Design Thinking ◽  
Course Design ◽  
Research Data ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Teacher Education ◽  
Course Materials

This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning within the development of a distance teacher education course on computer-assisted language learning. By deploying philosophy of immanence, the associated agencements of teacher becoming in computer-assisted language learning, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.

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