scholarly journals Colombian Language Teachers Abroad: An Overview of Their Professional Experience

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 121-140
Author(s):  
Liana Mercedes Torres-Casierra

This article presents the preliminary results of an enquiry on the work experience of Colombian language teachers who have entered the workforce in foreign countries. The study aims at unveiling aspects of the personal and professional experience of those graduates that might be relevant for pre-service teachers in local degree programs ahead of their potential move abroad in a growing international mobility context. The study includes data from surveys and personal interviews carried out with a group of 26 participants whose narratives of experience invite one to consider the variables that may either facilitate or hinder one’s teaching practice in a foreign workplace and the intercultural communication issues that language teachers may need to deal with. A reflection is brought forward on the needs that teacher training programs at university level in Colombia should address to broaden the scope of their graduates’ likely move abroad.

2018 ◽  
Vol 5 (3) ◽  
pp. 32-40
Author(s):  
Siavash Bakhtiar

Abstract This paper’s ambition is to act as a short memento for novice language teachers. It is based on a reflexive practice that stems from my personal work experience as secondary school language teacher. Drawing upon Jacques Rancière’s portrayal of the paradoxical relation between explanation and emancipation, and Gaston Bachelard’s notion of epistemological obstacle, the article aims at giving way to a reflexion on the challenges of teaching a foreign language to a group of students coming from a particular cultural linguistic background in a secondary school. According to this perspective, which breaks away from common sense, the difficulties to learn of new language should not be understood in terms of lack or impairment, but rather as the presence of an a priori significant knowledge. From this alternative way to engage with education research emerges a political argument that does not envision equality between teachers and learners, and their emancipation, as a postponed goal, but instead as a presupposition to any democratic teaching practice.


2017 ◽  
Vol 51 (7) ◽  
pp. 989-1004
Author(s):  
Eknarin Jiracheewewong ◽  
MA Yongxia ◽  
XUE Han

Currently, those Thai universities offering Chinese majors do not include any specific provisions for employability training. This research was thus conducted using an employer survey ( N = 418) to determine employer needs and direct interviews with academics, students, and employers to identify the most effective training methods and how to integrate them into the curriculum. The survey identified the desirable skills and traits in graduates and their importance for successful fieldwork. The academic interviews determined which identified skills and traits can be enhanced using in-class and outside-class training. The proposed matrix model for three training approaches (internship, work experience, and outside activities) and their focuses was further refined via participant input. It is recommended that Thai university-level Chinese programs should implement more specific requirements for internships and external professional experience, including volunteer and student organization involvement.


2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.


2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>


2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>


Author(s):  
Sue Garton

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.


2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi

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&#39; 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&#39; beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors&#39; beliefs with Global English (GE). The research question &#39;what are the Kuwaiti instructors&#39; beliefs about ELT and their awareness of Global English?&#39; formalizes these aims. To accomplish the research: To discover teachers&#39; 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&#39; 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&#39; beliefs, the study&#39;s findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers&#39; 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&#39; 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&#39;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.


Author(s):  
E. B. Zavyalova ◽  
I. V. Linev

In economy of a number of foreign countries alternatively privatizations of objects, the publicprivate partnership (PPP) concept is widely applied. Interaction of the state and business is characteristic feature of modern mixed economy. The specified partnership is realized with use of diverse models and can accept various forms. The task consists in choosing such form (a legal ground of realization of concrete model) at which PPP will be the most rational and effective. The leasing possessing financial, investment, organizational and operational, service, practical and other advantages, represents one of the most acceptable PPP forms, for realization in modern conditions of domestic economy. The specified advantages of the parties of the contract of leasing and its fundamental difference from the rent, being that when leasing the private sector, entering partnership with the state, not only applies administrative skills, but also invests the capital, are preconditions for its widespread introduction. At the same time, as a whole positive dynamics of development of the market of leasing in the Russian Federation has no steady character. The situation can be broken if return of invested funds is guaranteed to the investor (including foreign) and it will have an opportunity to profit. As the option of a solution is offered to apply non-standard approaches at implementation of leasing operations, in particular - with scoring use. It is necessary to emphasize that application of scoring most effectively when the leasing market is on lifting and demanded there is an efficiency of an assessment of the project and a standart of procedures, and the speed of service of the participants of the leasing contract plays one of leading roles. This advantage, becomes a shortcoming at the current situation in the market when more weighed assessment of risks is required, and for this reason skoring models demand continuous completion and updating with frequency of times in one and a half-two years. Leasing application as the PPP forms, not only the professional experience, effective management, flexibility and efficiency in decision-making will provide, ability to innovation, but also will provide serious investment activity. It in turn will allow to introduce new equipment and more effective technologies, to create the new enterprises, on a labor market to increase demand for highly skilled workers.


Author(s):  
Areti Vasmatzoglou ◽  
Neasa Ní Chiaráin

Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.


2021 ◽  
Author(s):  
Marija Raković ◽  

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.


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