scholarly journals Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context. A review

2018 ◽  
Vol 2 (3) ◽  
pp. 97-100
Author(s):  
Barry Tomalin ◽  
Dominique Vouillemin
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching

scholarly journals My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

2020 ◽  
Vol 7 ◽  
pp. 36-48
Author(s):  
Huriye Arzu Öztürk
Keyword(s):  
Public School ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Narrative Analysis ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
The Public

The autoethnographic study aims to explore the teacher researcher’s dilemmas about the practices of English language teaching in the public school context in Turkey and the reasons behind them.  Narratives were used to depict the experiences which led to the dilemmas; the researcher’s journey of learning, lived experiences and interactions in the community of practice. The narratives, which portrayed the emergence of dilemmas, were analysed through reflections on them. The reflections were also supported by the other mixed methods studies, theoretical and regulatory documents. The results demonstrate that the dilemmas arise from the gap between the theory and practices of English language teaching in the public school context in Turkey. The study is situated in the interpretivist paradigm of research and holistic-content analysis was used as a technique of narrative analysis. Vygotsky’s sociocultural theory of learning, Wenger’s community of practice, Dewey’s reflective practice, and Miller’s teacher identity concepts establish the theoretical framework of the study.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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