scholarly journals Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective

2020 ◽  
Author(s):  
Babak Dadvand ◽  
Foad Behzadpoor
Keyword(s):  
Complex System ◽  
Classroom Management ◽  
Lifelong Learning ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
Pedagogical Knowledge ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
System Perspective

Pedagogical knowledge has been the subject of theoretical and empirical studies. However, no research has so far integrated the existing scholarship with data to develop and validate a framework for pedagogical knowledge in English language teaching informed by lifelong-learning, complex-system perspectives. In the absence of such research, we used a mixed method research design through a systematic review of the literature, semi-structured interviews with experienced teachers (N=10) and teacher educators (N=10), as well as a survey of 336 practising teachers in Iran to: (1) develop a framework for pedagogical knowledge; and (2) validate this framework by designing a self-assessment questionnaire for pedagogical knowledge. Our analyses yielded a nine-component model that included: knowledge of subject matter; knowledge of teaching; knowledge of students; knowledge of classroom management; knowledge of educational context; knowledge of democracy, equity and diversity; knowledge of tests/exams; knowledge of learning; and knowledge of (professional) self. Within this nine-factor framework, each component of pedagogical knowledge consists of a number of subcomponents. The proposed framework highlights the multidimensionality and complexity of pedagogical knowledge, and the mutually constitutive relationships among different knowledge domains.

The world of English language teaching: Creating equity or inequity?

2018 ◽  
Vol 24 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Denise E. Murray
Keyword(s):  
Social Practice ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Education Programs ◽  
Global Competition ◽  
Population Mobility ◽  
Political Values ◽  
The World

English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.

scholarly journals Methods and Techniques Used by English Teacher Educators in Nepal

2020 ◽  
Vol 1 (4) ◽  
pp. 9-15
Author(s):  
Bhim Lal Bhandari
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Research Study ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Qualitative Research Study ◽  
Methods And Techniques ◽  
Play Group ◽  
Pair Work

This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals Intercultural Competence in ELT Contexts: A Study of EFL Teachers’ Perceptions

2019 ◽  
Author(s):  
Abdelhak Bouslama ◽  
Fawzia Bouhass Benaissi
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Theoretical Understanding ◽  
Efl Teachers ◽  
Cultural Mediators

Intercultural competence (IC) has been promoted by many educationalists as the most exalted type of competence in modern foreign language teaching (FLT). Among the difficulties to incorporate IC into FLT can be due to the fact that teachers may not have sufficient knowledge on the concept. To test this hypothesis, we attempt to answer the following question: how do Algerian English as a foreign language (EFL) teachers perceive the concepts of culture and IC as well as the objectives of the intercultural approach (ICA) in English language teaching (ELT) contexts? The present study proceeds to analyze teachers’ knowledge, perceptions and understanding of the concepts of culture, IC and the ICA and seeks to identify any potential deficiencies that may hinder effective IC teaching. The main aim of the study is then to help teacher trainers establish training programs that address more efficiently targeted teachers’ needs with regard to IC teaching. This paper will hopefully assist in improving the implementation of IC into FLT classrooms. Data were gathered through semi-structured interviews with eight teachers and then analyzed thematically. The findings revealed that many EFL teachers displayed a lack of theoretical understanding concerning the ICA and its objectives, which may well impact negatively on their IC teaching practices. Teacher educators therefore need to focus more on updating EFL teachers’ on both the theoretical and practical levels that learners are today expected to grow as cultural mediators equipped with a set of skills rather than as native-like proficient language users.

Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching

2017 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marwa Alnajjar ◽  
Billy Brick
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Mixed Method Research ◽  
Learning Tools ◽  
Computer Lab ◽  
Teachers Perceptions ◽  
One Year

This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.

scholarly journals the Application of Classroom Management in English Language Teaching to Increase Students’ Speaking Ability at Tenth Grade of SMK Trisakti Bandar Lampung

2018 ◽  
Vol 5 (2) ◽  
pp. 113
Author(s):  
Anita Susanti
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
English Language ◽  
Positive Response ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Activities ◽  
English Teacher ◽  
Vocational High School ◽  
Tenth Grade

This research focused on the application of classroom management in English language teaching to increase students’ speaking ability at private vocational high school at Bandar Lampung. Data come from tenth class X accounting 1consists of35 students involving a writer and an English teacher. The research was conducted through a Classroom Action Research (CAR). The result showed that classroom management could be used to increase students’ speaking in learning English by implementing proper classroom management. Classroom management could be effective if it is supported by the ability of the teacher in managing a classroom. How teachers’ talk and behave are important factors in managing a class. Making a classroom climate was comfortable and condusive by proper classroom managing and adequate classroom facilities. The successful application of classroom management can be seen from the students’ positive response and their active participation in speaking learning activities.

scholarly journals Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

2021 ◽  
Vol 23 (2) ◽  
pp. 166-181
Author(s):  
Yamith José Fandiño-Parra
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Professional Lives ◽  
Community Needs ◽  
Global North ◽  
Cultural Dominance ◽  
Alternative Discourses ◽  
Epistemological Perspectives

In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.

scholarly journals Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution

2017 ◽  
pp. 107-134
Author(s):  
Ximena Burgin ◽  
Mayra C Daniel
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Major Theme ◽  
Data Analyses ◽  
Diverse Student ◽  
English Language Teachers

 This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations. 

POWER, PEDAGOGY, AND PRACTICE.Tricia Hedge and Norman Whitney (Eds.). Oxford: Oxford University Press, 1996. Pp. xi + 398. £19.40 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 501-501
Author(s):  
John Baugh
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Trainee Teachers ◽  
Oxford University ◽  
Oxford University Press

This book is a compilation of informative chapters containing selected papers (1988–1995) that first appeared in the English Language Teaching Journal, edited by Hedge and Whitney. The chapters have been reorganized “to provide a useful resource for teachers, trainee teachers, teacher educators, students, and researchers” (p. 1).

Sign in / Sign up

Export Citation Format

Share Document