scholarly journals Rural English Language Teacher Identities: Alternative Narratives of Professional Success

2020 ◽  
Vol 25 (2) ◽  
pp. 435-453
Author(s):  
Ferney Cruz-Arcila
Keyword(s):  
English Language ◽  
Belief Systems ◽  
Language Teachers ◽  
English Language Teaching ◽  
Good Teaching ◽  
Work Settings ◽  
Narrative Study ◽  
Professional Success ◽  
External Pressures ◽  
English Language Teachers

This paper problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers’ sense of professional success is negotiated in creative, complex, and multiple—although not always consistent—ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary

scholarly journals Becoming mentors: a narrative exercise to unveil struggles guiding an english language teaching practicum

2021 ◽  
Vol 10 (11) ◽  
pp. 312-324
Author(s):  
Pilar Méndez-Rivera ◽  
Francisco Pérez-Gómez
Keyword(s):  
English Language ◽  
Public Universities ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Small Scale ◽  
Collaborative Reflection ◽  
Teaching Practicum ◽  
Narrative Study ◽  
English Language Teachers

This paper analyses the memories of two English language teachers recollected about their struggles to break through as practicum mentors in two public universities. This small- scale narrative study emerged from the constant and collaborative reflection upon their long years of experience advising primary and secondary schools’ mentees, and upon the different situations mentors had to experience while performing their job. Findings revealed that despite having worked in two allegedly different settings, both mentors faced similar issues regarding their vision of education, their view on language and their own identity as teachers, which affected their guidance. They also found that the feedback they provided their mentees perpetuated or contradicted dominant visions where inclusion and diversity were neutralized.

scholarly journals Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s Experience

2021 ◽  
Vol 23 (2) ◽  
pp. 199-214
Author(s):  
Diego Ubaque-Casallas
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Public University ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Language Pedagogy ◽  
Narrative Study ◽  
English Language Teachers ◽  
Ways Of Being

This paper describes a narrative study that emerged from various conversations with an English language teacher at a public university in Bogotá, Colombia. This research is based on intersectional narratives to locate the intersections between English language pedagogy and the identities of English language teachers. Second, the study examined discourses that can construct English language pedagogy and teachers’ identities by avoiding simplistic generalizations and essentialisms. Findings suggest that although there are still colonial roots that repress other ways of being and doing, English language pedagogy goes beyond the instrumental sense of teaching. As such, English language pedagogy is about transformation as it is never static because it is an extension of identity.

Between Two Worlds? Research Engagement Dilemmas of University English Language Teachers in Vietnam

RELC Journal ◽  
2020 ◽  
pp. 003368821988478
Author(s):  
Mai Trang Vu
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Teaching Profession ◽  
Language Teachers ◽  
English Language Teaching ◽  
Self Awareness ◽  
Research Engagement ◽  
Practical Support ◽  
External Pressures ◽  
English Language Teachers

If enhancing the connection between teaching and research has been highlighted in the general English language teaching profession, does English teaching at university – the ivory tower characterized by research – face the same issue? And how might this affect how the profession is perceived? This study provides an in-depth examination of how university English language teaching (ELT) teachers conceptualize research and their doing research, and discusses the issue in connection with the notion of profession. The study uses teacher cognition semi-structured interviewing with faculty members teaching English at a university in Vietnam. The results show ELT faculty construct different versions of research to rationalize their attitudes, self-awareness, and practices: research as irrelevant impositions, research as desirable but unfeasible goals, and research as practical, inner calls. Revealing this group’s dilemmas between two worlds – practitioners and academics, external pressures and internal values, visions and realities, – the study argues that to increase research engagement, practical support is needed, but a reconceptualization of research is also an important factor. Also, understanding and realizing the teaching-research nexus in ELT hold implications for the profession’s status and the professional’s identity and autonomy.

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.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

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

1970 ◽  
Vol 15 (1-2) ◽  
pp. 64-76
Author(s):  
Ram Ashish Giri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Resources ◽  
Teaching Programme ◽  
Curricular Practices ◽  
English Language Teachers ◽  
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

Teacher and student-created videos in English language teaching

ELT Journal ◽  
2020 ◽  
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers

Abstract In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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