scholarly journals Inclusive Education at the Heart of Mainstream Language Pedagogy: Perspectives and Challenges

2021 ◽  
Vol 4 (3) ◽  
pp. 124-131
Author(s):  
Jennelyn Lacar
Keyword(s):  
Inclusive Education ◽  
Close Association ◽  
A Priori ◽  
Analysis Data ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Inclusive Instruction

This research aimed to fill the research gaps surfaced by the dearth of research on implementing inclusive education with regular students in the mainstream language classroom where learners’ diversity and differences exist, and the pedagogical practices and skills of teachers in the delivery of inclusive instruction. It specifically determined the perspectives of the language teachers in explicating their insights about inclusive education which shape the pedagogical practices they employ in the mainstream language classroom amidst the challenges they encounter with regard its implementation. This was further corroborated by the language learners during the cross-validation process of the research. It is an empirical qualitative study that utilised structured interviews crafted through a priori coding as a research instrument. In the data analysis, data member checking for the veracity of interview text was conducted prior to the cool and warm analyses and thematic analysis for the development of codes, themes, or categories essential in the logical arrangement of the information elucidated in this research. The participants’ perspectives highlighted the direct relationship of inclusion and diversity of learners in all aspects. The course facilitators' pedagogical practices emphasised the close association of inclusivity with learner-centered instructional approaches employed in a nurturing climate achieved through inclusive language and threat-free learning atmosphere. The constraints in implementing inclusive education revolved around language, teacher factors (i.e. lack of awareness or inadequacy of training, favoritism or preference, heavy teaching load, etc.), lack of educational resources and facilities, and curriculum.

scholarly journals Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education

2020 ◽  
Vol 9 (6) ◽  
pp. 34
Author(s):  
S’lungile K Thwalaa ◽  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Nombuso N Gamad ◽  
Abahle Thewala
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Education System ◽  
English Language ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Language Teachers ◽  
Structured Interviews ◽  
Education Policies ◽  
Phenomenological Research Design

Inclusive education represents the main ethos of the Kingdom of Eswatini education system. This reflects on both the Constitution and on various education policies since the country became a signatory to the goals of Education for All. However, it would appear that major constraints impede the education vision that resonates through the charter of ‘no child is left behind’. The education of learners with dyslexia is then called into empirical questions with a focus on the experiences of teachers of such category of learners within the Eswatini education system. A phenomenological research design was chosen, using a convenience sampling technique to select 12 English language teachers of dyslexic learners. Data were obtained by individual semi-structured interviews and by non-participant observations. Content analysis was employed to analyze the data, which were then presented thematically. Peer review, as well as member checks, were used to improve the trustworthiness of data. The main themes that emerged were insufficient time, unwelcoming attitudes, lack of support, and lack of training of teachers of dyslexic learners. It was equally evident that teachers were challenged by insufficient training to enable them to deal with dyslexic learners. Without an effective support structure for teachers, the education of dyslexic learners would remain a chimera. This finding implicates the teacher education programs in colleges of education and universities in the sense that training on inclusive classroom teaching should form part of the teacher education program.            

scholarly journals Understanding agency and constraints in the conception of creativity in the language classroom

2020 ◽  
Vol 11 (4) ◽  
pp. 607-623
Author(s):  
Simon Coffey ◽  
Constant Leung
Keyword(s):  
Personal Development ◽  
Final Section ◽  
Language Teaching ◽  
Interview Data ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Professional Contexts ◽  
Discursive Constructions

AbstractIn this paper we investigate the ways in which creativity is understood and enacted by language teachers. Although the term ‘creativity’ has gained enormous traction in language pedagogy, and in education more generally, we suggest that the concept remains a floating signifier carrying different personal connotations that are shaped by wider institutional and professional constraints. We report on interview data with practising language teachers who discuss their interpretation of creativity and how it manifests in their classrooms. Our analysis considered how teachers positioned themselves and their students in relation to each other and how the agency of the different actors was shaped by discursive constructions (of creativity) which were, in turn, underpinned by broader socio-historical and disciplinary frames. In particular, we focus on distinctions between creative language and creative language teaching and how these are construed differently across professional contexts. While teachers are keen to adopt creative approaches, findings show that there are significant differences in their interpretations of the concept that point to deeply rooted epistemological dissonances in the perception of language and personhood in the pedagogical encounter. In the final section we develop the implications of these findings for professional cultures and identities, in particular some of the critical but under-explored issues surrounding the idea of creativity in language teaching, including the ever-present ‘teacher-ledness’, the curricularised nature of taught languages and the absence of personal development.

Teachers’ Mindsets about L2 Learning: Exploring the Influences on Pedagogical Practices

RELC Journal ◽  
2022 ◽  
pp. 003368822110670
Author(s):  
Nourollah Zarrinabadi ◽  
Elnaz Afsharmehr
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Language Learning ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Private Language ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Learning And Teaching

This qualitative study aimed to examine Iranian language teachers’ mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran. The data were collected through conducting semi-structured interviews with the participants. The qualitative content analysis was conducted, and the main themes and categories were extracted. The results revealed that teachers had categorical (fixed or growth) or mixed mindsets (both fixed and growth mindsets). Moreover, the results showed that teachers’ mindsets influenced teachers’ pedagogical strategies, homework assignment, and their praise type. The findings show that it is important to raise teachers’ awareness about their mindsets and the effects they might have on their teaching strategies and the feedback/praise they give to their students.

scholarly journals AUGMENTING THE TEACHER EFFECTIVENESS CONSTRUCT: VOICES OF THE EFFECTIVE ENGLISH LANGUAGE TEACHERS FROM UNIVERSITIES IN PAKISTAN

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rahila Huma Anwar, Sajida Zaki, Natasha Memon
Keyword(s):  
Teacher Effectiveness ◽  
Effective Teachers ◽  
English Language ◽  
A Priori ◽  
Language Teachers ◽  
Survey Method ◽  
Structured Interviews ◽  
Public And Private ◽  
English Language Teachers ◽  
Public And Private Sector

Educational standards around the globe and most specifically in Pakistan are put to contest with challenging standards. There is an amounting pressure on the administrators and the policymakers to furnish the educational institutes with effective teachers. This leads to rekindle probe into the ongoing debate on the qualities that contribute to teacher effectiveness. Therefore, the present research utilized mixed methods approach with an aim to explore the effective English language teachers’ (ELTs) conception about the qualities of effective ELTs. In the first quantitative phase, the survey method was used to identify effective ELTs through Self-Assessment Test (SAT) at both public and private sector higher education institutes (HEIs) of Pakistan through convenience sampling (N = 243). Based on the results of phase one, eight ELTs were selected purposefully for semi-structured interviews which were then analyzed thematically using ATLAS.ti 9.0 software. Thematic analysis of the semistructured interviews revealed nine main categories emerging under the a priori theme of perceived effective teachers. The study adds to the inconclusive definition of teacher effectiveness and bears implications for various stakeholders of the teacher education system to provide opportunities to the ELTs in order to develop such qualities as identified through this study

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Desy Damayanti ◽  
Adin Fauzi ◽  
Azizatul Mahfida Inayati
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Learning Materials ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Radio Broadcasting ◽  
Language Classroom ◽  
Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

2021 ◽  
pp. 073563312110177
Author(s):  
Avital Kesler ◽  
Tamar Shamir-Inbal ◽  
Ina Blau
Keyword(s):  
Teaching Strategies ◽  
Formal Education ◽  
Computational Thinking ◽  
Visual Programming ◽  
Pedagogical Practices ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Optimal Learning ◽  
Formal Curriculum ◽  
Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

GEORGETOWN UNIVERSITY ROUND TABLE ON LANGUAGES AND LINGUISTICS 1994: EDUCATIONAL LINGUISTICS, CROSSCULTURAL COMMUNICATION, AND GLOBAL INTERDEPENDENCE.James E. Alatis (Ed.). Washington, DC: Georgetown University Press, 1994. Pp. 402. $35.00 paper.

1997 ◽  
Vol 19 (1) ◽  
pp. 117-118
Author(s):  
Joan Kelly Hall
Keyword(s):  
Language Teaching ◽  
Computer Mediated Communication ◽  
Round Table ◽  
Language Teachers ◽  
Washington Dc ◽  
Mediated Communication ◽  
Educational Linguistics ◽  
Language Classroom ◽  
Georgetown University ◽  
Crosscultural Communication

This collection of 28 papers was first presented at the 1994 GURT. The theme of the conference was educational linguistics, crosscultural communication, and global interdependence. The vastness of the theme is reflected in the diversity of the chapter topics. Twelve of 28 deal with curricular issues. Of these, those by Kachru, Nyikos, D. Freeman, van Lier, Loew, and Richards discuss issues and concerns broadly related to the preparation of language teachers. D. Freeman's chapter is worthy of note because it offers an interesting discussion on the various strands of scholarship, which he suggests comprise the knowledge base of language teaching. Six of the 12 chapters center on curricular issues for the language classroom. Matters relating to the teaching of culture are dealt with by Oxford and Bamgbose. Brown discusses “responsive language teaching.” Citkina reports on innovative foreign language methods recently introduced in the Ukraine. A good discussion on computer-mediated communication and its usefulness to the language classroom is offered by Stauffer. Pica provides an excellent overview of the research on task-related learning and an equally useful discussion of its pedagogical implications.

Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822110402
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Student Response ◽  
Student Response System ◽  
Clear Understanding ◽  
Classroom Dynamics ◽  
Language Classroom ◽  
User Friendly ◽  
Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

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