scholarly journals IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION

2022 ◽  
Vol 23 (1) ◽  
pp. 60-73
Author(s):  
Elif KEMALOGLU ER ◽  
Yasemin BAYYURT
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Lingua Franca ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

English as a lingua franca defined by pre-service teachers: insights from theory and practice

2021 ◽  
Vol 10 (2) ◽  
pp. 235-259
Author(s):  
Elif Kemaloglu-Er ◽  
Yasemin Bayyurt
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Lingua Franca ◽  
English Classrooms ◽  
Education Model ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

scholarly journals The reconceptualisation of knowledge base in the pre-service teacher education curriculum: Towards ELF pedagogy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Zulfa Sakhiyya ◽  
Helena I.R. Agustien ◽  
Hendi Pratama
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Language Proficiency ◽  
English Language ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Lingua Franca ◽  
Language Teacher Education ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This article examines “what will be taught” or the knowledge base demonstrated in the English language teacher education curricula by using the framework of English as a Lingua Franca. The need for enhancing the professionalism of English teachers in the ascendancy of English as a Lingua Franca (ELF) in Indonesia demonstrates a critical point where pre-service teacher education holds strategic roles. This epistemological turn needs to ensure that the teachers are devised with knowledge base as well as contextual approach suited to each particular educational environment. Fifteen Indonesian pre-service teacher education programmes were randomly selected and meta-analysed to aggregate the extent of reconceptualisation of the knowledge base provision by focusing on the curricula’s emphasis (linguistics and/or language proficiency) and the integration of socio-cultural perspective. Although these curricula cannot wholly represent cultural responsiveness and pedagogical practices, they could serve as sites concerning the values and knowledge held as important in the institution. We argue that there is a need to place a greater emphasis on the language proficiency that matches the ELF paradigm, as well as to reconceptualise the knowledge base to respond to the diverse Indonesian socio-cultural realities encountered by the recontextualising agents, the teachers. The reconceptualisation of knowledge base would foster greater awareness of sociocultural relativity and learning expectations of teaching ELF situated in the Indonesian educational context.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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