scholarly journals Classroom Politics

2013 ◽  
Vol 10 (1) ◽  
pp. 95-109
Author(s):  
Mirjana Želježič
Keyword(s):  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Traditional Practices ◽  
Social Relevance ◽  
Neoliberal Capitalism ◽  
Language Classes ◽  
Pure Research

What we are faced with at present is a blatant neoliberal transformation of universities, whose social relevance depends increasingly on the ability to serve the needs of neoliberal capitalism. If we see this as a problem – as many of us do – then we also feel the need to defend (and develop) the traditional practices of universities, such as “pure” research and critical reflection on society. Yet such a response, inevitably, goes hand in hand with critique of and struggle against ideology behind capitalism itself, against the logic of competition and profit. Drawing on the legacy of Freire and Althusser, the article highlights some of the links between the English language teaching and the neoliberal politics, and gives suggestions about ways in which departments of English in general, and language classes in particular, can be a part of the socially critical forces rather than a part of the so-called liberal-progressive camp.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Lights, camera, action!: Using cinematographic genre in English language classes

2021 ◽  
Vol 10 (13) ◽  
pp. e414101321352
Author(s):  
Eristoteles Pegado Andrade ◽  
Amilcar Ximenes de Albuquerque Junior ◽  
Márcio Aurélio Carvalho de Morais
Keyword(s):  
Professional Education ◽  
Social Practice ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Film ◽  
Technological Education ◽  
Film Genre ◽  
Short Films ◽  
Language Classes

This study consists of an academic activity carried out in a master's degree in Professional and Technological Education (PROFEPT) of Instituto Federal do Piauí (IFPI) in progress. The use of the short film genre in English language teaching becomes relevant as it allows the student the opportunity to practice and understand the language orally and critically. In this context, this article sought in the epistemological way to discuss the dyad education and work and their conceptions and interrelationships in professional and technological education, as well as to present a prior state of the art on the use of short films in the English language teaching in technology in contemporary society. From a qualitative perspective, this systematic literature review used as references: journals, dissertations, theses and books, found through the following databases: SciELO, Portal Capes and Google Scholar. Therefore, due to the aspects mentioned in this academic-scientific investigation, it was possible to show that the short film genre is a pedagogical strategy to promote the praxis of conversation in English language classes with students in the High School Technical Professional Education, considering contextualization and interdisciplinarity as guiding principles, thus ensuring the inseparability between theory and social practice. This research seeks to highlight the conceptions, possibilities and challenges in contemporary English language teaching, through the short film genre.

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

scholarly journals Highlighting The Role Of Critical Thinking And Giving More Importance To Its Role In English Language Teaching Field

2018 ◽  
Vol 1 (7) ◽  
pp. 21-29
Author(s):  
Nafiseh Arfaolrafiei
Keyword(s):  
Critical Thinking ◽  
Educational System ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Classes ◽  
The World

The importance role of critical thinking in education has been investigated for some time. In this study, the role and importance of applying critical thinking in the educational system has been studied. Considering the importance of critical thinking in the world of science today, its benefits are discussed. The lack of the use of cognitive thinking in many of the English language classes and the lack of success will make the role more meaningful. In this article, first, attention is paid to the role and importance of critical thinking, and then benefits of applying a course as critical thinking in English language Teaching Field are discussed

scholarly journals An Investigation into English Language Instructors' and Students’ Intercultural Awareness

2016 ◽  
Author(s):  
Burcu Yılmaz ◽  
Yonca Özkan
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Teaching ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Intercultural Awareness ◽  
Language Classes ◽  
Language Instructors ◽  
Language Students

The role of English as a global language has been increasing greatly in importance for the past few decades, giving rise to different varieties of English spoken by native and non-native English speakers all around the world. It has pointed to the need to raise intercultural awareness in English language classes. This study aims to reveal teacher and student perspectives of intercultural awareness regarding ownership of English and cultural integration in English language classes in Turkey. A mixed method research investigation was used in this descriptive case study. Questionnaires were employed to collect data from 45 English language instructors and 92 English language students. Semi-structured interviews were conducted with eight English language instructors, and focus group interviews were conducted with 24 English language students. The quantitative data was analyzed via SPSS 20 and the qualitative data was analyzed via NVivo 10.0 qualitative data software. The findings revealed that while both instructors and students seemed to be aware of the importance of intercultural awareness in English language teaching, their perspectives didn’t indicate a thorough intercultural point of view. The findings yielded several significant implications including the need to develop an intercultural curriculum, textbook, and teacher training programs to enhance intercultural awareness in English language teaching and learning process.

scholarly journals The usage of project technology in English language classes in out-of-school establishments

2021 ◽  
pp. 186-193
Author(s):  
I. E. Savchenko ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Speech Communication ◽  
School Activities ◽  
Project Method ◽  
Language Classes ◽  
Out Of School

The article considers the specifics of organization of English language teaching and education in out-of-school establishments. The advantages of the extracurricular club activities and their objectives have been identified, while new language teaching in particular. It has been also established, that out-of-school activities promote the development of pupils' speech, communication and sociocultural competences. Extracurricular club activities are more flexible, amateur and appropriate the pupil’s needs. The teacher of the club has a certain freedom of choice the form of teaching and of work and types of knowledge control. It has been found that one of the methods that meets the conditions is the project method. The typology of educational projects after E. Polat has been considered, as so as the methodology for phased implementation of the project. The study has suggested that the project technology allows to integrate various forms and activities into the educational process. Pupils with different language skills contribute as much as possible into the overall work, in this way all the participants are involved without exception. While working on the project pupils acquire the practical skills of using foreign language, get used for teamwork, have the opportunity to embody their creative potential. Thereby the project technologies are the integral part of the successfully organized work on English teaching and the whole educational process in general.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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