scholarly journals Perceptions of teachers about their practices after a PARFOR language and culture education course

2019 ◽  
Vol 9 (2) ◽  
pp. 364
Author(s):  
Aline Sanfelici ◽  
Eduardo Diniz de Figueiredo
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
English Language ◽  
Language Teachers ◽  
Approaches To Teaching ◽  
Language And Culture ◽  
Teaching Language ◽  
English Language Teachers ◽  
Northern State ◽  
Culture Education

This study addresses the need for more research into the education of English language teachers in PARFOR programs. Through the analysis of questionnaire and interview data, we investigate the perceptions and reported practices of teachers who were enrolled in a language and culture PARFOR course in 2012 (in a northern state) in relation to their teaching practices after completion of the program. The results indicate that since the end of the course, some participants have shown a growing level of awareness towards working with an intercultural approach, which has reflected upon their practices. However, others still seem to show more traditional, less interculturally-oriented approaches to teaching language and culture. Implications for teacher education are presented.

scholarly journals Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 375-381
Author(s):  
Dr. Liaqat Iqbal ◽  
Sahibzada Aurangzeb ◽  
Farooq Shah
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Classroom Practices ◽  
Language Teachers ◽  
Local Context ◽  
Dialogic Teaching ◽  
Social Entity ◽  
English Language Teachers ◽  
Negative Impacts ◽  
And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 414-437
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 91-114
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

scholarly journals European Experience of the Use of Information and Communication Technologies In Initial Education of the English Language Teachers

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Oleh Komar
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Online Technologies ◽  
European Experience ◽  
Information And Communication ◽  
English Language Teachers

The article deals with the analysis of the peculiarities of the use of information and communication technologies in the process of initial education of future English language teachers in the countries of the European Union. The topicality of the problem is based on the current trends in the development of education, in the particular extensive use of online technologies and tools in the process of English language learning and English language teacher education.The purpose of the article is to study the European experience of the use of information and communication technologies in the initial education of the English language teachers and single out the most important and topical of them in order to outline the possibilities of their use in the initial education of teachers of English in a broader context.The methodology of the research is realized with the use of such methods as analysis, synthesis, generalization, analogy and interpretation of empirical data and theoretical concepts; observation and study of practical experience of higher educational institutions in Poland and Portugal as well as an interview with teachers and students of the above-mentioned institutions.As a result, the importance of the development of information and technological competencies in future teachers of English is grounded, the role of information and communication technologies in initial teacher education is determined. Various information and communication technologies used in the educational process, in particular offline technologies and tools as well as online technologies and resources, are presented and analyzed. Attention is also given to the use of E-learning and the implementation of massive open online courses into the initial teacher education of the English language teachers.The conclusion about the variability of information and communication technologies is made.

scholarly journals Barriers Affecting Successful Integration of ICT in Moroccan Universities

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Youssouf Laabidi ◽  
Hicham Laabidi
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Primary Objective ◽  
Language Teachers ◽  
Large Classes ◽  
Arts And Humanities ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Research Findings ◽  
English Language Teachers

The implementation of technology in classrooms affords educators more opportunities to work better in their lessons. However, there are numerous distinctive barriers that might prevent teachers from making use of Information and Communication Technology (ICT) in their teaching practices. Admittedly, studying the obstacles to the integration of technology in schools would be an important step in developing the quality of teaching. The primary objective of this study is to discover the barriers that stop university language teachers from using ICT in teaching. In this study the questionnaire is employed as data collection instrument. The questionnaire addresses only university English language teachers. Forty-six university English language teachers are chosen from two universities: Moulay Ismail University Faculty of Arts and Humanities – Meknes and Sidi Mohamed Ben AbdellahDahr – El Mahraz – Fes as a case study. So as to analyze the data from the questionnaire, the Statistical Package for Social Sciences (SPSS) version 19 is employed. The research findings reveal that Moroccan university English language teachers face multiple barriers such as large classes, lack of computers, lack of Internet and insufficient technical support that prevent them from using ICT in their teaching practices.

Rethinking Teacher Education via Collaborative Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 34-49
Author(s):  
Marianthi Karatsiori ◽  
Trisevgeni Liontou ◽  
Makrina Zafiri
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Flipped Classroom ◽  
English Language ◽  
Language Teachers ◽  
Digital Learning ◽  
Digital Platforms ◽  
Models Of Teaching ◽  
English Language Teachers ◽  
Development Methods

This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 407-430
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

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