scholarly journals Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry

2018 ◽  
Vol 20 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Edgar Augusto Aguirre Garzón
Keyword(s):  
Public School ◽  
Foreign Language ◽  
Case Study Research ◽  
Language Teachers ◽  
Reflective Inquiry ◽  
Study Research ◽  
Efl Teachers ◽  
Constructing Knowledge ◽  
Contextual Reality

This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students’ contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students’ contextual reality.

scholarly journals Maltese as a foreign language educators’ acquisition of intercultural capabilities

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jacqueline Żammit
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Case Study Research ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Training ◽  
Foreign Language Teachers ◽  
Cultural Aspects

AbstractThis study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

scholarly journals Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

2021 ◽  
Author(s):  
Jacqueline Zammit
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Case Study Research ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Training ◽  
Foreign Language Teachers ◽  
Cultural Aspects

Abstract This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence to MFL teachers, the characteristics of interculturally competent MFL educators, and how educators develop intercultural competence. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected and interviewed. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that intercultural competence is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that intercultural competence is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

scholarly journals The Influences of Machine Translation Dependency on Translation Skill

2020 ◽  
Vol 2 (1) ◽  
pp. 36-49
Author(s):  
Jorge August Valdano Reidina ◽  
Siti Fatimah Yuliani
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Research Design ◽  
Case Study Research ◽  
Qualitative Approach ◽  
Study Research ◽  
Test Translation ◽  
Post Test ◽  
Translation Machine

To translate one language to another language, sometimes some students still have difficulty translating foreign language due to their inexperience in the foreign language. This research uses a case study research design with a qualitative approach suitable for the terms and conditions with case study research design. The research conducted a pre-test and post-test translation test, which involved five subjects with two abstracts for each subject. This study showed that subjects were influenced by machine translation dependency on behavioral and result aspects. This study also showed the results differences, which showed that subjects had lower results when translated manually than translated used machine translation. Machine translation could help the students in translation tasks. However, dependency behavior could influence the progress and results of translation because it still has weaknesses in machine translation. The study advises users to use machine translation wisely to keep the advantages of machine translation and to decrease the disadvantages of machine translation.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

Intersecting Mixed Methods and Case Study Research: Design Possibilities and Challenges

2018 ◽  
Vol 10 (1) ◽  
pp. 14-29 ◽  
Author(s):  
Vicki L. Plano Clark ◽  
◽  
Lori A. Foote ◽  
Janet B. Walton ◽  
◽  
...  
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Case Study Research ◽  
Study Research

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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