The Impact of EFL Teachers’ Years of Experience on Their Cultural Identity

IntroductionWith the process of globalisation in full flow, the movement of people and products across the globe has brought a series of difficulties. With migration the socio-economic status of the individuals may change with the likelihood that this status will be lower rather than higher, although depending upon the reasons for migration this may change too.ObjectivesLiterature shows that low socio-economic status is associated with a higher level of psychiatric morbidity.AimsWhether migration acts as a mediator needs to be investigated further.MethodsVarious studies have shown that rates of psychosis are elevated in migrants though these rates are differentially increased in different groups indicating that factors other than migration may be at play.ResultsIn this presentation the literature and link the acculturation and cultural identity with post-migration experiences will be reviewed.ConclusionA link exists between the perceptions within cultures and level of economic development of what constitutes mental health. The state of advancement of mental health services of a country will certainly have a large impact on prevalence rates. Further investigation should be carried out to examine in greater depth the relationship between social inequality and disorder prevalence, as distinct from income inequality.

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Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽

10.1177/0033688220952476 ◽

2020 ◽

pp. 003368822095247

Author(s):

Loc Tan Nguyen ◽

Jonathan Newton

Keyword(s):

Professional Learning ◽

Classroom Practice ◽

Teaching Practice ◽

Teaching Skills ◽

Structured Interviews ◽

Teachers Perceptions ◽

Efl Teachers ◽

Teacher Professional ◽

Teachers Professional Development ◽

The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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The Ancient Walls of Damascus and the Siege of Mouaddamiyya: A Historical and Spatial Analysis of Bounded Place and Cultural Identity

Space and Culture ◽

10.1177/1206331217723538 ◽

2017 ◽

Vol 20 (4) ◽

pp. 441-453 ◽

Cited By ~ 1

Author(s):

Nour Halabi

Keyword(s):

Cultural Identity ◽

Spatial Organization ◽

The Political ◽

Islamic State ◽

Public Response ◽

The Public ◽

Syrian Crisis ◽

Political Turmoil ◽

The Impact ◽

Vast Area

Throughout the Syrian crisis, the presence of material and symbolic boundaries to culture became a particularly salient element of the continuously unfolding political turmoil. As one terrorist group, Daesh, or the Islamic State of Iraq and Syria, seeks to unite the vast area of the Middle East under the political, religious, and cultural administration of a “Greater State of Syria,” or “al-Sham,” this article revisits the historical spatial organization of Damascus and the construction of city boundaries and walls as factors that contributed to the cultivation of spatially grounded cleavages within Syrian and Damascene identity. In the latter section of this article, I reflect on the impact of these cleavages on the Syrian crisis by focusing on the public response to the siege of the Mouaddamiyya neighborhood.

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The Impact of Regulatory Competition on Measures to Promote Pluralism and Cultural Diversity in the Audiovisual Sector

Cambridge yearbook of European legal studies ◽

10.1017/s1528887000002810 ◽

2007 ◽

Vol 9 ◽

pp. 239-259

Author(s):

Thomas Gibbons

Keyword(s):

New Media ◽

Cultural Identity ◽

Digital Technology ◽

Cultural Policy ◽

Global Market ◽

Regulatory Competition ◽

Market Place ◽

Global Media ◽

Satellite Broadcasting ◽

The Impact

Communications are being transformed by the combination of digital technology and a global media economy. There is increased convergence between traditional broadcasting, cable distribution, satellite broadcasting, telecommunications and the Internet, which has boosted the sheer volume of programming and information that can be conveyed, and extended its reach at both domestic and international levels. Many will see these developments as an opportunity to promote new media products and to rationalise their operations in a global market place. Others may be concerned that the need to compete successfully in that market place will threaten the survival of local and national cultural identity. In terms of policy and regulation, states may be tempted to emphasise trade and industrial policy, intended to improve transnational competitiveness, at the expense of media and cultural policy, aimed at protecting pluralism and diversity.

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Teacher Learning Community and EFL Teacher Professional Development

International Journal of Learning and Teaching ◽

10.18178/ijlt.7.1.54-58 ◽

2021 ◽

pp. 54-58

Author(s):

Hongmei Han ◽

◽

Jinghua Wang

Keyword(s):

Professional Development ◽

Learning Community ◽

Teacher Learning ◽

Academic Writing ◽

Teaching Practice ◽

Research Activities ◽

Efl Teachers ◽

Teachers Professional Development ◽

The Impact ◽

Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

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Classroom Discourse and Teachers’ Experience: A Cognitive View

Theory and Practice in Language Studies ◽

10.17507/tpls.1110.20 ◽

2021 ◽

Vol 11 (10) ◽

pp. 1308-1317

Author(s):

Bibi Malihe Vamagh Shahi

Keyword(s):

Novice Teachers ◽

Community Of Practice ◽

Cognitive Processes ◽

Classroom Discourse ◽

English Teachers ◽

Experienced Teachers ◽

Years Of Experience ◽

Efl Teachers ◽

Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

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The Administrative and Educational Problems Facing Integrating People with Special Needs in Basic Government Schools in Tulkarm Governorate from the Teachers and Principals Perspective: المشكلات الإدارية والتعليمية التي تواجه دمج ذوي الاحتياجات الخاصة في المدارس الحكومية الأساسية في محافظة طولكرم من وجهة نظر المعلمين والمديرين

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.a140120 ◽

2020 ◽

Vol 4 (25) ◽

Author(s):

Nael Mostafa Al-debee, Mirvat Mousa AL-Sharif

Keyword(s):

Public Schools ◽

Special Needs ◽

Point Of View ◽

Treatment Programs ◽

Years Of Experience ◽

Government Schools ◽

Educational Qualification ◽

Stratified Sample ◽

Special Places ◽

The Impact

This study aimed to know the administrative and educational problems facing integrating people with special needs in basic government schools in Tulkarm Governorate from the viewpoint of teachers and managers, and to know the impact of the study variables (gender, educational qualification, years of experience) on administrative and educational problems facing integration of people with special needs In the basic public schools in Tulkarm Governorate from the point of view of teachers and administrators, and to this end the descriptive approach has been used And designing a questionnaire consisting of (20) paragraphs, distributed on a random stratified sample of (60) teachers and administrators in the basic government schools in Tulkarm Governorate: The study reached the following results: that the total degree of administrative and educational problems facing the integration of people with special needs in Basic public schools in Tulkarm Governorate have an average of (3.86 out of 5), and at the level of fields; the field of administrative problems got (3.87) and the field of educational problems got an average of (3.85) and all of them are verbal (large), and that there are no statistically significant differences for the problems Administrative and educational facing the integration of people with disabilities The special needs in the basic government schools in Tulkarm Governorate from the viewpoint of teachers and administrators are attributed to the study variables (gender, educational qualification, years of experience) Based on the results, the study recommended the need for special places to play for people with special needs, and to find treatment programs in the event of problems for those with special needs.

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THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

European Journal of English Language Teaching ◽

10.46827/ejel.v6i3.3662 ◽

2021 ◽

Vol 6 (3) ◽

Author(s):

Ümit Levent Değirmencioğlu

Keyword(s):

Language Learning ◽

Teaching Methods ◽

Classroom Environment ◽

Self Efficacy ◽

Teaching Experience ◽

Teaching Techniques ◽

Factors Affecting ◽

Efl Teachers ◽

Teacher Self Efficacy ◽

The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. Article visualizations:<img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" />

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