Developing English Language Teachers&#39; Professional Capacities through Digital and Media Literacies

Language Teacher ◽

Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

Advances in Media, Entertainment, and the Arts - Handbook of Research on Media Literacy in the Digital Age ◽

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

10.4018/978-1-4666-9667-9.ch005 ◽

2016 ◽

pp. 91-114

Author(s):

Lucas Moreira dos Anjos-Santos ◽

Michele Salles El Kadri ◽

Raquel Gamero ◽

Telma Gimenez

Keyword(s):

Teacher Education ◽

English Language ◽

Instructional Material ◽

Language Teachers ◽

Future Research ◽

State University ◽

Language Teacher ◽

Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

Education Reform Journal ◽

10.22596/erj2021.06.01.31.46 ◽

2021 ◽

Vol 6 (1) ◽

pp. 31-46

Author(s):

Mehmet DEMİREZEN

Keyword(s):

Teacher Education ◽

Foreign Language ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Native Students ◽

Language Teacher ◽

The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

The enculturation of pre-service Emirati English language teachers

Education Business and Society Contemporary Middle Eastern Issues ◽

10.1108/ebs-09-2013-0036 ◽

2014 ◽

Vol 7 (1) ◽

pp. 2-16

Author(s):

Carmel Sandiford

Keyword(s):

Teacher Education ◽

Student Teachers ◽

English Language ◽

Language Teachers ◽

Teacher Education Programs ◽

Education Programs ◽

Language Teacher ◽

Content Type ◽

English Language Teachers

Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.

Informing and transforming language teacher education pedagogy

Language Teaching Research ◽

10.1177/1362168818777539 ◽

2018 ◽

Vol 24 (1) ◽

pp. 116-127 ◽

Cited By ~ 21

Author(s):

Karen E. Johnson ◽

Paula R. Golombek

Keyword(s):

Teacher Education ◽

English Language ◽

Teacher Educators ◽

Theoretical Perspective ◽

Language Teachers ◽

Language Teacher ◽

Emerging Trends ◽

Teacher Education Pedagogy

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

Multicultural Awareness and Technology in Higher Education - Advances in Higher Education and Professional Development ◽

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

10.4018/978-1-4666-5876-9.ch014 ◽

2014 ◽

pp. 286-301 ◽

Cited By ~ 2

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

Toward a Decolonizing Framework for Equity-Oriented English Language Teacher Education

Beijing International Review of Education ◽

10.1163/25902539-03030007 ◽

2021 ◽

Vol 3 (3) ◽

pp. 326-347

Author(s):

Kongji Qin

Keyword(s):

Teacher Education ◽

English Language ◽

White Supremacy ◽

Nonnative English Speakers ◽

Language Teachers ◽

English Language Teaching ◽

English Speakers ◽

Language Teacher ◽

Linguistic Imperialism

Abstract In this article I critically review the current literature on English language teaching (elt), (neo)colonialism, and empire to advance a decolonizing framework for equity-oriented English language teacher education (elte). This framework first argues that teachers should be supported to understand and confront linguistic imperialism of the English empire to promote plurilingual approaches to elt while developing students’ critical awareness of power. Second, it contends that instead of asking elt professionals to apply Western centered pedagogies that are often ill-suited to their local instructional realities, they should be supported to develop their own praxis. Third, it calls for disrupting epistemological racism to reclaim local knowledge. Lastly, it emphasizes the need to unsettle colonial ontology of white supremacy and native-speakerism that render teachers of color and nonnative English speakers (nnes) as perpetual Others. The article concludes with a call for action to prepare language teachers to disrupt racism, (neo)colonialism, and inequality through their praxis.

The Knowledge Base for Language Teacher Education Revisited: A Review

International Journal of English Language Teaching ◽

10.5430/ijelt.v4n2p27 ◽

2017 ◽

Vol 4 (2) ◽

pp. 27 ◽

Cited By ~ 1

Author(s):

Charles Ochieng' Ong'ondo

Keyword(s):

Teacher Education ◽

Knowledge Base ◽

English Language ◽

Review Literature ◽

Language Teachers ◽

Conceptual Foundation ◽

Second Language Teaching ◽

Language Teacher ◽

Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

TPACK ◽

10.4018/978-1-5225-7918-2.ch013 ◽

2019 ◽

pp. 273-288

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

Practices and perspectives of teacher trainees upon online language education programme

Revista Ibero-Americana de Estudos em Educação ◽

10.21723/riaee.v16i1.13760 ◽

2021 ◽

pp. 246-257

Author(s):

Feryal Cubukcu

Keyword(s):

Teacher Education ◽

Online Education ◽

English Language ◽

Language Education ◽

Education Programme ◽

Future Research ◽

Structured Interviews ◽

Language Teacher ◽

Teacher Trainees

Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.