scholarly journals A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021 ◽  
Vol 13 (12) ◽  
pp. 6721
Author(s):  
Wenxiu Chu ◽  
Honggang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Teaching Profession ◽  
Ecological Systems ◽  
Foreign Language Teaching ◽  
Ecological Perspective ◽  
Systems Model ◽  
Efl Teachers

Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

scholarly journals Innovative methods of foreign language teaching for ESP students

2021 ◽  
pp. 170-178
Author(s):  
O. S. Ihnatyeva ◽  
◽  
S. M. Koval ◽  
L. V. Uskova ◽  
M. V. Chepurna ◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
Modern Society ◽  
Individual Characteristics ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Technology Application ◽  
Innovative Approaches

The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

Sign in / Sign up

Export Citation Format

Share Document