scholarly journals English language teaching professionals' trajectories within the context of learning organisations

2020 ◽  
Vol 10 (1) ◽  
pp. 47-65
Author(s):  
Beatrix Price
Keyword(s):  
Second Language Acquisition ◽  
Professional Growth ◽  
English Language ◽  
Language Teaching ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Pedagogy ◽  
Qualitative Interview Study ◽  
Context Of Learning

AbstractEnglish as a foreign language teachers' associations (henceforth ELTAs) act as empowering platforms for English Language Teaching (ELT) professionals (Lamb, 2012), and yet the contributions of ELTA leaders have not been widely investigated in the fields of second language acquisition and language pedagogy. In order to fill this niche, a qualitative interview study explored the professional trajectories of successful teacher trainers. The paper gives an account of the motivation for continuing professional development (CPD) through the turning points in these professionals' early careers. The findings suggest that there are some similarities behind the motivating factors for CPD and the increasing participation in social spheres (Lave & Wenger, 1991) leads to professional growth. Moving from the periphery towards the centre in a Community of Practice (CoP) the participants of CoPs become knowledge providers. The results reveal that after members have reached their own plateau and can no longer grow professionally in a particular CoP, they either move on to a different, often more challenging CoP and often belong to different CoPs and even end up as the leaders of ELTAs. Limitations and further research suggestions are included at the end of the paper.

Environmental Aspects of Successful English Language Teaching Practices in Rural Sabah Low Enrolment Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Norazrina Ag-Ahmad ◽  
Bernadette Peter Lidadun
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Environmental Aspects

This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the  concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that   affect students’ success in second language acquisition. Support from   parents, teachers and school authorities were essential in     assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.

scholarly journals Error Analysis: A Methodological Exploration and Application

2020 ◽  
Vol 2019 (1) ◽  
pp. 461
Author(s):  
Leigh McDowell
Keyword(s):  
Second Language Acquisition ◽  
Error Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Microsoft Word ◽  
Technological Barriers ◽  
The 1960S ◽  
Learner Language

Error Analysis (EA) was initially conceived in early Second Language Acquisition research in the 1960s to investigate the systems underlying learner language and has since gained wider application in English Language Teaching research. However, for many language teachers, the practical and technological barriers to employing EA in their professional practices remain restrictively high. This paper demonstrates a simple yet robust procedure for EA that can be applied by anyone with access to the commonly available tools of Microsoft Word and Excel. Additionally, by drawing on data from an EA of 18 texts written by Japanese materials scientists, the paper illustrates how this procedure can inform language teaching practices by identifying the most pressing grammatical needs within a population of L2 English users. 本来、誤答分析（Error Analysis）は、語学学習者の言語の根本にあるシステムを調査する為に1960年代の初期第二言語習得（SLA）研究中に提案されていて、その後英語教授法（ELT）研究に広く使われるようになった。しかし、多くの語学教師等にとっては、仕事に誤答分析を用いるには技術的な壁が未だに高い。本論文では、一般的に使われているワードやエクセル等によって簡単で確実に誤答分析が出来る方法を紹介する。また、18名の日本人の材料科学研究者の文章の誤答分析のデータを用いて、どのようにしてこの方法を使って言語教育法を明確に出来るかを、第二言語として英語を話すグループの課題となる文法の必要性を示しながら、を説明する。

Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era

2020 ◽  
Vol 6 (3) ◽  
pp. 173-184
Author(s):  
Quang Nguyen Nhat ◽  
Hung Bui Phi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Critical Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
English Language Teachers

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

scholarly journals Neurolinguistic Programming and English Language Teaching: An Exploration of Linguistic Variants in NLP for its Connection to ELT

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 96-105
Author(s):  
Faiza Zeb ◽  
Ansa Hameed
Keyword(s):  
English Language ◽  
Focal Point ◽  
Language Teaching ◽  
Sampling Technique ◽  
Language Teachers ◽  
English Language Teaching ◽  
Sample Population ◽  
Language Pedagogy ◽  
Teaching Context ◽  
Comparative Deletion

The human brain, which can be programmed through a multiplicity of practices, is the foundation of NLP. Language teachers can effectively program their students for improved language output if made aware of the Neuro-functioning of the brain. This new-fangled aspect of language teaching is, hitherto, an uncharted area in the Pakistani teaching context. The current study seeks to look into the existing estate of English language pedagogy in Pakistani scenario with the assistance of the NLP Milton Model, based on the employment of the language patterns by famous hypnotist-Milton Erickson. The focal point of this model is- presupposition, mind read, lost performative, unspecified verb, comparative deletion, cause and effect, universal quantifier, complex equivalence, modal operator, nominalization, and unspecified referential index. It has implications, to a great extent, in ELT to generate preferred results. For this study, the sample population is chosen through purposive sampling technique and encompasses language skills’ classes; whereas, the five English Language institutions were preferred through random sampling method. This study, accordingly, underpins the exploitation of NLP as a toolkit for effectual language pedagogy. Besides, it also advocates copious ways for meaningful, motivational, and momentous communication between language teachers and learners.

scholarly journals Second language acquisition research and materials development: Need to bridge the gap between theory and practice

2021 ◽  
Vol 9 (3) ◽  
pp. 281-291
Author(s):  
Shahzad Karim ◽  
Abdul Saeed ◽  
Naushaba Haq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Substantial Contribution ◽  
Materials Development ◽  
Language Pedagogy

This research paper highlights the issue of the lack of connection between second language acquisition (SLA) theory and research, particularly with regard to language pedagogy and its practical implementation in language teaching materials/textbooks. Based on a theoretical review of the major theoretical perspectives in SLA, the paper underscores that a gap exists between the theory developers (who develop theories through research) and the practitioners (who bear the responsibility for the implementation of theoretical knowledge) in the fields of SLA and materials development. This lack of cohesion between the theory developers and the practitioners causes the development of ineffective English language teaching (ELT) materials which, consequently, fail to make a substantial contribution to effective English language teaching and learning. The paper highlights that it is important to explore SLA theory and research and ensure its implementation in ELT materials. Similarly, there is a need to carry out research about the implementation of SLA theory in materials development and instructed language learning. Such research will be a significant contribution to the field of materials development and will open new horizons in language pedagogy from both theoretical and practical perspectives.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

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