Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

2021 ◽  
pp. 595-621
Author(s):  
Abdulmalik Yusuf Ofemile
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Professional Community ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Community Of Learning ◽  
Service Training

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

2019 ◽  
pp. 283-310
Author(s):  
Abdulmalik Yusuf Ofemile
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Professional Community ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Community Of Learning ◽  
Service Training

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

scholarly journals SHAPING PRODUCTIVE CULTURAL CONTENT FOR EFL MATERIALS IN CONTEMPORARY RUSSIAN ELT PRACTICES

2019 ◽  
Vol 34 (108) ◽  
pp. 319-333
Author(s):  
Peter J. Mitchell ◽  
Andrei G. Shilnov
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Language Teaching ◽  
The Past ◽  
Teaching Context ◽  
Cultural Content

The article attempts to develop guidelines for the inclusion / non-inclusion of specific cultural content into EFL materials for contemporary ELT practices in Russia. Cultural circumstances surrounding the ELT practices in today’s Russia and their connection with the past are analyzed. Some approaches to the usage of materials are considered, with examples of specific published and online materials provided. An exemplar of a lesson plan on a thought-provoking topic with sample activities and materials is presented based on the approaches and principles described. A conclusion is made on the necessity of offering teacher training on shaping productive cultural content for EFL materials that are appropriate to the teaching context. Keywords: English language teaching (ELT), English as a foreign language (EFL), textbook, cultural content.

scholarly journals COMMUNICATIVE LANGUAGE TEACHING’ AND ITS RELEVANCE TO THE LIBYAN ENGLISH LANGUAGE TEACHING CONTEXT

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Khalil Jahbel
Keyword(s):  
English Language ◽  
Historical Perspective ◽  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Classroom Context ◽  
Teaching English ◽  
Historical Approach ◽  
Teaching Context

The main purpose of this paper is to investigate the relevance of the communicative language teaching (CLT) to the teaching English  in Libyan context.  Moreover, it was intended to highlight the historical perspective, features and principles of CLT, followed by an illustration and discussion of the description of the specific classroom context. Finally, after discussing all the elements that are pertaining to this approach, it concluded that CLT seems to be an appropriate approach that may remain on top of a variety –list of approaches, since it focuses on all the language aspects such as functional and grammatical elements and also its tasks imply working with real life situations.Key Words: CLT, Historical, Approach, Libyan

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

scholarly journals Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

1970 ◽  
Vol 15 (1-2) ◽  
pp. 1-9 ◽  
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Learner Centered ◽  
Speaking Skill ◽  
Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

scholarly journals Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

2020 ◽  
Vol 5 (3) ◽  
pp. 135-154
Author(s):  
Naushin Nazifa Islam
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Subsequent Development ◽  
Communicative Language Teaching ◽  
Cultural Dimensions ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Language Classrooms ◽  
English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.    

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33 ◽  
Author(s):  
Sri Ratnaningsih
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

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