scholarly journals Developing english as a foreign language (EFL) teacher’s identity

2021 ◽  
Vol 2 (1) ◽  
pp. 79-90
Author(s):  
Raúl Sebastián Ramírez Basantes
Keyword(s):  
Identity Development ◽  
Foreign Language ◽  
Emotional Labor ◽  
Role Models ◽  
Participant Observation ◽  
Language Teachers ◽  
Student Experiences ◽  
Foreign Language Teachers ◽  
Efl Teaching

Early teaching and student experiences act as cultural references for English as a Foreign Language teachers. Tools and strategies are articulated in the form of roles, which are constantly tested and negotiated within the classroom, modeling the EFL teacher’s identity. The following is a case study on three EFL teacher’s identity development from the Pontificia Universidad Católica del Ecuador. The presence of roles related to EFL teaching was identified through a semi-participant observation and compiled in an observation grid. Observed tools and strategies origin was deepened in the transcription of interviews based on life stories, using a biographical methodology. The use of Socializing / Empathizing skills from the Acculturator role were present in codeswitch using an Ecuadorian pitch, aimed to deal with emotional transactions in the class successfully. Previous working experiences allowed teachers to find strategies to incorporate EFL teaching roles with low emotional labor. Role models from the family and working context played a crucial role in the integration of emotional tools to negotiate roles within the class with low emotional labor.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

scholarly journals Digital portfolio in building teaching efficacy of pre-service teachers

2015 ◽  
Vol 3 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
Teaching Efficacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Confidence ◽  
The Social ◽  
Digital Portfolio ◽  
Pre Service Teacher

Abstract The paper discusses the role of e-portfolio in the development of reflective thinking in a group of pre-service English as a foreign language teachers. It stresses the benefits it can bring (e.g. autonomous learning, cooperative learning - the author highlights the social context of e-portfolio) as well as presents the threats and risks it might bring based on the own experience of the author. The results of this case study showed that the process of e-portfolio building can enhance professional development, self-confidence and the ability to self-reflect own work and progress. The author indicates also the possibilities of its use not only in the groups of pre-service teacher trainers but also in the groups of in-service teachers.

scholarly journals Maltese as a foreign language educators’ acquisition of intercultural capabilities

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jacqueline Żammit
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Case Study Research ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Training ◽  
Foreign Language Teachers ◽  
Cultural Aspects

AbstractThis study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

scholarly journals Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

2021 ◽  
Author(s):  
Jacqueline Zammit
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Case Study Research ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Training ◽  
Foreign Language Teachers ◽  
Cultural Aspects

Abstract This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence to MFL teachers, the characteristics of interculturally competent MFL educators, and how educators develop intercultural competence. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected and interviewed. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that intercultural competence is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that intercultural competence is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

scholarly journals Identity Development of Foreign Language Teachers in Lithuania

Verbum ◽  
2021 ◽  
Vol 12 ◽  
pp. 5
Author(s):  
Adam Mastandrea ◽  
Gabrielé Palaimaité
Keyword(s):  
Identity Development ◽  
Foreign Language ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Case Study Research ◽  
Development Stage ◽  
Language Teachers ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Key Features

Teacher identity is an evolving, multi-dimensional concept of a teacher’s understanding of self, best understood as a dynamic narrative of self-growth. The present study is focused on hypothesized stages of teacher identity development (Pride, Survival, Experimentation, Disenchantment, Rebellion and Progressive Proficiency) and their occurrence in Lithuanian foreign language teachers. A series of semi-structured interviews were carried out with eight Lithuanian foreign language teachers to discover their personal narratives of teacher identity development.The findings of the qualitative case study research revealed that key features of the six possible identity stages were present across the unique experiences of theforeign language teachers interviewed. However, each research participant displayed only certain key features of each identity development stage rather than a combination of all the possible features. In general, less experienced teachers displayed fewer key features at certain identity stages, implying that they had not experienced particular phases of identity development to completion. The results suggest certain features of identity development stages can be omitted and then experienced later in a teacher’s career. Teacher satisfaction with compensation, job security, professional prestige and the education system in general were additional factors that contributed uniquely to the identity development of teachers working in Lithuania.

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