Teacher Talk in Pre-Service English Teachers’ Microteaching and Factors Affecting its Configuration

2021 ◽  
Vol 22 (3) ◽  
pp. 1-11
Author(s):  
Hyunjeong Nam
Keyword(s):  
English Teachers ◽  
Teacher Talk ◽  
Factors Affecting

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

GENDER NEUTRALITY IN THE ENGLISH LANGUAGE: TEACHER TALK AND COURSEBOOKS

2021 ◽  
pp. 40-53
Author(s):  
А.И. Колушкина ◽  
А.А. Коренев
Keyword(s):  
Gender Stereotypes ◽  
Cultural Context ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Russian Language ◽  
Teacher Talk ◽  
Gender Neutral ◽  
Gender Neutrality ◽  
Neutral Language

Постановка проблемы. В статье рассматривается феномен гендерной нейтральности при обучении английскому языку и представлены результаты анализа речи учителей и содержания учебников. Целью данного исследования является выявление степени осведомленности учителей английского языка в России о гендерной нейтральности в английском языке и существующих стратегиях гендерно нейтрального речевого поведения на занятиях по английскому языку, а также выявление того, насколько содержание учебников по английскому языку соответствует принципам гендерной нейтральности. Результаты. Результаты исследования демонстрируют, что многие учителя и авторы учебников используют гендерно нейтральные лексические и грамматические стратегии, но при этом им не удается избегать гендерных стереотипов и неравной репрезентации персонажей, персоналий и прецедентных имен. Таким образом, предположение, что учителя английского языка используют в своей речи гендерно окрашенные лексические и грамматические средства, а также гендерные стереотипы на занятиях по английскому языку, частично подтвердилось: более 60% учителей не владеют гендерно нейтральным речевым поведением в достаточной степени. В отношении содержания учебников гипотеза также частично подтвердилась: 60% учебников содержат гендерные стереотипы, а в 90% проанализированных учебников встретился дисбаланс мужских и женских персонажей, персоналий и прецедентных имен (в сторону мужских). Выводы. Представляется целесообразной разработка особых рекомендаций по гендерно нейтральному речевому поведению на занятиях по английскому языку для учителей английского языка в России, в которых были бы учтены некоторые аспекты гендерной нейтральности в английском языке. Данные рекомендации должны соотноситься с российским социокультурным контекстом и включать в себя все необходимые объяснения о специфике гендерной нейтральности и ее важности в англоязычном контексте. State of the problem. The article explores the phenomenon of gender neutrality in language education and presents the results of classroom discourse analysis and coursebook content analysis. The purpose of the study is to reveal to what extent teachers of English as a foreign language (L2 teachers) in Russia use gender-neutral language and gender-neutral behaviour strategies in the classroom and how gender neutrality is presented in the English coursebooks (created both by Russian and international authors). The novelty is determined by the fact that this is the first attempt to analyse teacher talk and English coursebook contents in terms of their gender neutrality in the Russian socio-cultural context. Results. Results show that many lessons and coursebooks analysed use some gender-neutral vocabulary and grammar strategies, but contain gender-stereotyping and unequal representation of personalia and case names. The proposed hypothesis that English teachers in Russia use gendered lexical and grammatical means, as well as gender stereotypes in the classroom was validated to a certain extent. The overall result demonstrates that more than 60% of teachers are not gender-neutral. As for the coursebooks, most of them seem to be gender-neutral in terms of grammar, and half of them seem to be gender-neutral in terms of vocabulary. At the same time, 60% of coursebooks contain gender stereotypes and 90% do not represent males and females equally (with male superiority in number). Conclusion. Special guidelines on gender-neutral English in the classroom for English teachers in Russia should be created to provide some recommendations on the use of gender-neutral language and the use of coursebooks. These guidelines should refer to the Russian socio-cultural context and contain all the necessary footnotes for teachers to explain to them the importance of gender neutrality in the English language and to help them to explain the phenomenon to the students, who might experience certain challenges while acquiring the concept of gender neutrality that is only minimally represented in the Russian language.

Sign in / Sign up

Export Citation Format

Share Document