Professional subjectivities in ELT & the dichotomy inclusion-exclusion

AbstractMost Education systems propose policies in pro of the benefit of society. However, successful application of these is unknown in consequence considering teachers voices is needed to understand the situations in the classroom. This study analyzes some English language teachers’ stories that served the purpose to construct themselves as professionals of language education facing the dichotomy of inclusion and exclusion placed by the mandates of the Colombian education system. The theme of Language Teacher Subjectivities, in this article, is conceptualized and discussed as the alternative’s teachers have within their reach to use their own theories regarding language teaching and learning. Reflecting retrospectively and prospectively on meaningful school experiences related to the language teaching activity to tackle the dichotomy, the research question that guided this study was: What do language teachers’ narratives portray about their professional subjectivities in relation to inclusion? From a narrative perspective, narrative interviews and a professional life history timeline was analyzed using short story analysis focusing on when, when and who as meaningful in the data and finding that the participants comply with the multidimensional view of the subject. The narratives depicted that the corporal dimension, social-affective dimension, cognitive dimension, and ethic-moral dimension are part of the teachers’ professional subjectivities in the frame of Colombian inclusion policy.

English Language Teachers' Resource Centre: A Model for Developing Contexts

Journal of NELTA ◽

10.3126/nelta.v15i1-2.4611 ◽

1970 ◽

Vol 15 (1-2) ◽

pp. 64-76

Author(s):

Ram Ashish Giri

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Teaching Resources ◽

Teaching Programme ◽

Curricular Practices ◽

Poor Teaching

It is an irony that when the importance and demand of the English language in the developed as well as developing countries have increased several folds in the last five decades, the standards of its teaching and learning have decreased considerably. The deterioration of standards has been attributed to inadequate English language teaching (ELT) policy, poor teaching environment, inadequate infrastructure, or to ELT practitioners who in most countries are largely untrained. In order to address the problem, the respective countries have been engaged in modernising and improving their curricular practices and teacher preparation programmes for some time now. What is rarely considered is the fact that a good teaching programme requires adequate teaching resources. Central to the amelioration of English language teaching process is unarguably the resource that is available to support the teaching and learning processes. While it is necessary that the teachers are adequately trained, establishment of an English language teachers” resource centre to cater to the developing needs of the teachers (and learners)is essential. This article provides a rationale for the establishment of a teachers' resource centre, and, based on the experience in Nepal, suggests a model for its development and operation in other developing contexts. It discusses features as well as constraints of such a centre, and outlines ways in which it can, despite the constraints, be sustainable.Key words: English language teaching; ELT resource centre; Resource centre facility; Resource centre management; English language teachersJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 64-76Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4611

The Role of Counselling in English Language Teaching

Journal of English Language and Literature ◽

10.17722/jell.v1i2.15 ◽

2014 ◽

Vol 1 (2) ◽

pp. 48-55

Author(s):

M. John Britto

Keyword(s):

English Language Learners ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Remarkable Change ◽

Teachers And Students ◽

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

Editorial

HOW ◽

10.19183/how.27.1.545 ◽

2020 ◽

Vol 1 (27) ◽

pp. 7-9

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Language Teacher ◽

Self Reflection ◽

The World ◽

Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

Teacher’s Proficiency, and the Communicative Approach in Enhancing Students’ Performance in English Language Learning

European Journal of Language and Literature ◽

10.26417/ejls.v3i1.p53-59 ◽

2015 ◽

Vol 3 (1) ◽

pp. 53

Author(s):

Hysen Kasumi

Keyword(s):

Language Learning ◽

Student Performance ◽

Teaching And Learning ◽

Qualitative Method ◽

English Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

Language Teachers ◽

Student Centered ◽

Even though we live in the century of constructivism, where teaching is based on student-centered model of constructivist approach, again the teacher plays a key role in teaching and learning. Therefore, our research has to do with the literature review, regarding teacher’s qualities, skills and knowledge to fit with the new experiences, needs and challenges. In our research, we used the qualitative method by observing the English language teachers and their uses of the English teaching methods, to continue with the implementation of Communicative Language Teaching Syllabus in some urban and rural schools of Republic of Kosovo. Furthermore, there was also conducted an empirical research regarding student performance based on the four language skills such as reading, writing, speaking and listening. It was also used the experimental method to see the differences of students’ performance, of those who are taught using the Communicative Language Teaching Methodand those who are taught with other methods.

The Importance of Raising Teacher Awareness of Culture-sensitive English Language Teaching

Journal of Education in Black Sea Region ◽

10.31578/jebs.v1i1.12 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Nino TVALCHRELIDZE

Keyword(s):

Cultural Awareness ◽

Teaching And Learning ◽

Professional Training ◽

English Language ◽

Language Teaching ◽

Professional Associations ◽

Language Teachers ◽

Daunting Task ◽

It is straightforward that English language teachers in the 21st century face the daunting task educating students from diverse ethnic, racial, linguistic and religious background. It has become pivotal for teachers to raise their own cultural understanding first to be successful educators. This study demonstrates to what extent English language teachers in Georgia value and practice culture-sensitive English language teaching and learning. The study concluded that at first teachers have to grasp the inseparability of language and culture to achieve students’ success in gaining communicative competence in English language. Based on the results of the study, English language teachers, in order to raise their cultural awareness are recommended: to participate in periodic in-service trainings, workshops and regional or national conferences that focus on target and international culture; to receive in-service professional training through participation in professional associations such as English Teachers’ Association of Georgia (ETAG), Teachers of English to Speakers of Other Languages (TESOL), Foreign Language Teachers Association; the Society for Intercultural Education, Training and Research (SIERAR); to subscribe to the journals and other publications of these professional associations.

The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

Echa Przeszłości ◽

10.31648/ep.6722 ◽

2021 ◽

pp. 335-362

Author(s):

Mateusz Bogdanowicz

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Background Knowledge ◽

Foreign Language Teaching ◽

Language Teachers ◽

Historical Background ◽

Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

The Implementation of Communicative Language Teaching by Iraqi English language Teachers

International Journal of Engineering and Advanced Technology - Regular Issue ◽

10.35940/ijeat.e1159.0585c19 ◽

2019 ◽

Vol 8 (5C) ◽

pp. 1140-1147

Keyword(s):

Public Schools ◽

English Language ◽

Classroom Practices ◽

Language Teaching ◽

Research Question ◽

Communicative Language Teaching ◽

Language Teachers ◽

Teaching Methodology ◽

Communicative Approach

The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach

Liberating the Minds and Actions of English Language Teachers (Editorial Note)

The English Teacher ◽

10.52696/pdwn3253 ◽

2021 ◽

Vol 50 (2) ◽

pp. 46-49

Author(s):

Raja Nor Safinas Raja Harun ◽

◽

Stefanie Pillai ◽

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

Editorial Note ◽

English Teacher ◽

Learning Practices ◽

Language Teaching And Learning

In 2021, The English Teacher, one of the two journals published by the Malaysian English Language Teaching Association (MELTA), commemorates its 50th year of publication, making it the oldest continuously published journal in the field of English Language Teaching (ELT) in Malaysia. The English Teacher promotes research and reflections on English language teaching and learning practices, and policies at all levels of education.

Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

Asian Research Journal of Arts & Social Sciences ◽

10.9734/arjass/2021/v13i130204 ◽

2021 ◽

pp. 27-38

Author(s):

A. N. A. Kamal ◽

M. A. K. Azlan ◽

S. F. Ng ◽

A. Manion

Keyword(s):

Mobile Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Mobile Apps ◽

Language Teachers ◽

Learning Tools ◽

Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

The Role of Technology for Language Teaching and Learning: An Evaluative Study

SMART MOVES JOURNAL IJELLH ◽

10.24113/ijellh.v9i9.11165 ◽

2021 ◽

pp. 45-51

Author(s):

Dr Vadlamani Padma

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

New Technology ◽

Practical Method ◽

Primary Objective ◽

Language Teachers ◽

The primary objective of this paper is to examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource. Technology when perfectly incorporated enriches the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the teaching of English language methodology with the application of new technology. Technology is unceasingly, and precipitously, growing. To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now actively integrate different technological aids devised to help the best possible teaching approaches.