The Construct Definition of an English Language Teachers’ Content Knowledge

Definition Of

Regardless of the increasing emphasis on the importance of language teachers’ content knowledge, there is a lack of consensus regarding its constituents. To this end, a panel of experts and non-experts were requested to express their opinions regarding the constructs of content knowledge (CK) in the format of an open-ended written questionnaire. The findings indicate that teachers’ CK includes eleven categories: teaching skills, structures, method and approaches, curriculum, language acquisition theories, classroom context, language testing theories, learner related knowledge, ELT research methods, and teacher related knowledge. The findings can help training educated teachers to be familiar with various aspects of the CK.

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

HOW ◽

10.19183/how.28.3.673 ◽

2021 ◽

Vol 28 (3) ◽

pp. 78-92

Author(s):

Frank Giraldo

Keyword(s):

Professional Development ◽

English Language ◽

Teacher Educators ◽

Language Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

The Status ◽

Definition Of ◽

Teachers Professional Development

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers’ professional development.

Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy

RELC Journal ◽

10.1177/0033688219845932 ◽

2019 ◽

Vol 51 (3) ◽

pp. 412-426

Author(s):

Elahe Shakhsi Dastgahian ◽

Marianne Turner ◽

Janet Scull

Keyword(s):

Language Proficiency ◽

Junior High School ◽

Summer School ◽

English Language ◽

Literacy Practices ◽

Oral Communication ◽

Language Teachers ◽

Small Scale ◽

Classroom Context ◽

Despite the recent emphasis on oral English language proficiency in the Iranian education system, the teaching of oral communication remains a challenge for secondary school English language teachers. In this article, we suggest that this, in part, relates to the continued emphasis on literacy practices. The article explores the approach taken by three Iranian junior high school English language teachers to teaching oracy during a summer school task-based intervention. Data were gathered through observations and interviews, and third generation activity theory from Engeström (1996; Engeström 2001) was used to analyse teachers’ practices. Findings revealed that, while trialling aspects of task-based pedagogies, the teachers’ attention to oracy increased. However, they retained a strong traditional focus on literacy teaching, which had an effect on their approach to oracy and also appeared to constrain their movement towards less-controlled spoken language. This small-scale study offers insights into approaches to oracy teaching while employing task-based pedagogies in foreign language contexts like Iran. In this context, English literacy has been the historical focus, the Roman alphabet is new for the students, and there is often limited exposure to oracy practices outside the classroom context (Sadeghi and Richards, 2015).

Research Methods for English Language Teachers

10.4324/9781315832548 ◽

2014 ◽

Cited By ~ 11

Author(s):

Jo McDonough

Keyword(s):

Research Methods ◽

English Language ◽

Language Teachers ◽

DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF ENGLISH LANGUAGE TEACHERS

Journal on Efficiency and Responsibility in Education and Science ◽

10.7160/eriesj.2013.060401 ◽

2013 ◽

Vol 6 (4) ◽

pp. 203-217 ◽

Cited By ~ 2

Author(s):

Anna Carbová

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Pedagogical Content ◽

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

International Education Studies ◽

10.5539/ies.v9n5p18 ◽

2016 ◽

Vol 9 (5) ◽

pp. 18 ◽

Cited By ~ 8

Author(s):

Ceylan Yangin Ersanli

Keyword(s):

Language Learning ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technology Use ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Pedagogical Content ◽

Journal Entries

<p class="apa">Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.</p>

English teachers’ identities concerning their knowledge of slang

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2018.1.30357 ◽

2018 ◽

Vol 9 (1) ◽

pp. 58

Author(s):

Fábio Henrique Rosa Senefonte

Keyword(s):

Teacher Identity ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Teaching Skills ◽

Complex Dynamic ◽

Structured Audio ◽

The One ◽

Main Language

Underpinned by a postmodern perspective of (teacher) identity, which characterizes it as unstable, multifaceted, unfinished, complex, dynamic, fluid, constructed in relation with others (Bauman, 2005; Bohn, 2005; Hall, 2006; Beijaard et al., 2011 among others), this qualitative research aims at exploring English language teachers’ identities concerning their knowledge of slang. For this purpose, a semi-structured, audio-recorded interview was conducted with three English teachers, from the three main language institutes in Cornelio Procópio, state of Paraná. Results reveal that on the one hand, teachers consider themselves to be fluent in English and confident of their language and teaching skills; on the other, they consider their knowledge of slang to be somewhat limited. Additionally, geographical boundaries are perceived as a hindrance to address such topic in class.

A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

Theory and Practice in Language Studies ◽

10.17507/tpls.1002.04 ◽

2020 ◽

Vol 10 (2) ◽

pp. 168

Author(s):

Jing Shi

Keyword(s):

Secondary Education ◽

Teacher Learning ◽

Novice Teachers ◽

English Language ◽

Novice Teacher ◽

Mainland China ◽

Language Teachers ◽

Teaching Skills ◽

Teaching Program ◽

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHERS.Jo McDonough and Steven McDonough. London: Arnold, 1997. Pp. vii + 262. $19.95 paper.

Studies in Second Language Acquisition ◽

10.1017/s027226310121105x ◽

2001 ◽

Vol 23 (1) ◽

pp. 125-126

Author(s):

John Hedgcock

Keyword(s):

Action Research ◽

Data Collection ◽

Language Learning ◽

Research Methods ◽

Quantitative Research ◽

English Language ◽

Language Teachers ◽

Learning And Teaching ◽

Qualitative And Quantitative ◽

Aimed at pre- and in-service ELT professionals, Research methods for English language teachers introduces basic premises of research in language learning and teaching. The authors approach qualitative and quantitative research from a reflective perspective, emphasizing techniques that guide and shape action research. The book presents an effective, reader-friendly survey of theoretical principles, data collection processes, and analytic procedures.

Reflective Practice: A Gateway to Professional Development

Journal of NELTA ◽

10.3126/nelta.v17i1-2.8091 ◽

2013 ◽

Vol 17 (1-2) ◽

pp. 40-49

Author(s):

Shiva Ram Pandey

Keyword(s):

Professional Development ◽

Reflective Practice ◽

Instructional Practices ◽

Teaching And Learning ◽

English Language ◽

Research Question ◽

Language Teachers ◽

Teaching Skills ◽

Instructional Process ◽

The main purpose of this research paper is to explore the power of reflection in the teaching and learning process. The prime research question is how do English language teachers reflect their opinion and experience in reflective practice? This research is a qualitative study of English teachers from the Kathmandu district higher secondary schools. The results of this study show that reflective practice enhances teaching skills and brings changes in instructional practices. Teachers have to think, act and reflect tenaciously. As a result, the instructional process is activated and improved. It further presents that every incident has enormous insights to learn through this practice. Reflective practice enhances the professional development of English language teachers. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 40-49 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8091

Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i8.2436 ◽

2021 ◽

Vol 5 (8) ◽

pp. 73-79

Author(s):

Yifan Wang

Keyword(s):

Reflective Practice ◽

English Language ◽

Language Teachers ◽

Teaching Skills ◽

Teaching Behaviors ◽

Teaching Activities ◽

Three Samples ◽

Continuous Record ◽

Role Transformation ◽

Through teaching journals, teachers can actively conduct true and continuous record, description, reflection, and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations. This is an effective way and tool to improve English teachers’ reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers. Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching, this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher’s teaching journal.