Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

scholarly journals Status of English language teaching in secondary level under different school interventions

2019 ◽  
Vol 24 (1-2) ◽  
pp. 162-177
Author(s):  
Deepika Adhikari
Keyword(s):  
English Language ◽  
West Bengal ◽  
Language Teaching ◽  
School Curriculum ◽  
Language Teachers ◽  
English Language Teaching ◽  
Survey Method ◽  
The Status ◽  
Official Languages ◽  
English Language Teachers

Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.

scholarly journals UNDERSTANDING ENGLISH LANGUAGE TEACHERS’ VIEWS OF TEACHER RESEARCH: A REPORT FROM INDONESIA

2021 ◽  
Vol 32 (2) ◽  
pp. 362
Author(s):  
Anik Nunuk Wulyani ◽  
Ali Saukah ◽  
Abdul Syahid ◽  
IGA. Lokita Purnamika Utami ◽  
Susilo Susilo ◽  
...  
Keyword(s):  
Teacher Research ◽  
English Language ◽  
Academic Staff ◽  
Language Teachers ◽  
Professional Communication ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Language Courses ◽  
English Language Teachers ◽  
Teaching Responsibilities

This article reports on a study investigating the perceptions of EFL teachers in schools and language courses (henceforth, teachers) and EFL lecturers in tertiary educational institutions (academic staff) from Indonesia regarding their definitions of and their engagements in teacher research. An online questionnaire was used to gather quantitative data from almost 400 EFL teachers and academic staff from Indonesia. The questionnaire was followed by in-depth interviews with some respondents who met the criteria set and agreed to be interviewed. Results from the study show that both teachers and academic staff align research with evidence-based practice, survey, literature-driven practice and professional communication, and observation-based popular article. In terms of engagements, most of the teachers and academic staff read research papers occasionally, and more academic staff did research compared to teachers. Research done by both teachers and academic staff is largely associated with internal and external factors, such as, professional awareness and professional obligation, with academic staff seem to receive more support to engage in research. The findings of the study provide insights for future continuous professional development (CPD) activities for English teachers and academic staff. The activities might involve exploring ways to integrate teacher research into teachers’ and academic staff’s teaching responsibilities and integrating teacher research into the short-term and long-term goals of CPD.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

Triggering effect of CLIL practice on English as a lingua franca awareness

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 387-397
Author(s):  
Şebnem Yalçın ◽  
Yasemin Bayyurt ◽  
Benan Rifaioğlu Alahdab
Keyword(s):  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Instructional Practice ◽  
Lesson Plans ◽  
Language Teachers ◽  
Lingua Franca ◽  
Language Classrooms ◽  
English Language Teachers ◽  
English Language Classrooms

Abstract The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

scholarly journals English Language Teachers’ Attitudes Towards Critical Thinking within Moroccan High Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 55-67
Author(s):  
Youssouf Laabidi
Keyword(s):  
Critical Thinking ◽  
High Schools ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
Analysis Of Means ◽  
Level Of Use ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Descriptive Statistical Analysis

This study addresses the restricted attention of critical thinking in the Teaching of English as a Foreign Language (TEFL) in Moroccan high schools, which is one of the new issues investigated in recent times. Many students could not think critically since their instructors could not implement critical thinking into their instructional practices every day. The primary bjective of this inquiry is to examine teachers’ attitude towards the use of critical thinking in the classroom. In this paper, the questionnaire was used to address only English language high school teachers. Descriptive statistical analysis of means, standard deviations, and percentages were used. The results showed that teachers held a positive attitude towards the use of critical thinking in the classroom. Therefore, they need not hesitate to introduce it in their teaching. Our findings strongly indicate that having an understanding of what really happened in the classroom will surely help shape the development of critical thinking in education. This suggests that further study could be carried to determine teachers’ level of use of critical thinking in Moroccan high schools.

scholarly journals Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 78-92
Author(s):  
Frank Giraldo
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teacher Educators ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
The Status ◽  
English Language Teachers ◽  
Definition Of ◽  
Teachers Professional Development

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers’ professional development.

scholarly journals Singleness, Marriage, and the Construction of Heterosexual Masculinities: Australian Men Teaching English in Japan

2012 ◽  
Vol 10 (1) ◽  
Author(s):  
Roslyn Appleby
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Professional Status ◽  
The West ◽  
White Masculinity ◽  
White Trash ◽  
The Status ◽  
English Language Teachers ◽  
Sexual Promiscuity

This article reports on a study of Australian men and their accounts of living and working in Japan as English language teachers. In this site, recent research has explored Japanese discourses of desire for the West, Western men, and English language learning. These patterns of desire have afforded white Western men a privileged personal and professional status in Japan, and enabled access to employment opportunities as teachers of English language. At the same time, white Western men working as English language teachers face the challenge of negotiating competing discourses that threaten their social status. In particular, their employment in a lowly-regarded profession and a reputation for sexual promiscuity potentially position Western male language teachers as the ‘white trash’ of Asia. My analysis of interview data focuses on the ways in which the men negotiate these discourses, and construct ‘respectable’ Western heterosexual masculinities by mobilising a binary distinction between singleness and marriage. Marriage to a Japanese spouse is presented as a bulwark against alignment with problematic discourses that threaten the status of white masculinity: it is associated with fidelity and maturity, and with integration into Japanese social, linguistic and professional communities. However, the articulation of marital status also reinforces a marginalised position for teachers who do not conform to heteronormative expectations.

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