scholarly journals Exploring Foreign Language Teachers Recruitment Criteria: A Qualitative Study

2019 ◽  
Author(s):  
Seyyed Ali Ostovar-Namaghi ◽  
Seyyedeh Mobina Hosseini
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Educational Background ◽  
Language Teachers ◽  
Capital City ◽  
Private Language ◽  
Management Skills ◽  
Foreign Language Teachers ◽  
Data Collection And Analysis ◽  
Language Schools

Although qualities of effective language teachers have been well specified and well researched, recruiters may not be aware of these qualities or, in the light of local constraints, they may ignore these qualities and apply their own criteria. To uncover the criteria which are actually applied in recruiting language teachers, this qualitative study purposively sampled 15 supervisors who were in charge of recruiting language teachers in private language schools of Sari, the capital city of Mazandran province and then theoretically sampled their perspectives and analyzed them in line with the principles and procedures of grounded theory. Iterative data collection and analysis revealed that the participants considered nine qualities including educational background, professional experience, management skills, mastery over language skills and subskills in recruiting language teachers. The findings have clear implications for both recruiters and language teachers.

Using Classroom Assessment Data to Guide Instruction

2019 ◽  
pp. 227-251
Author(s):  
Toni P. Johnson
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Classroom Assessment ◽  
Language Teachers ◽  
Assessment Data ◽  
Foreign Language Teachers ◽  
Data Collection And Analysis ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Authentic Data

It is important that assessments used in a classroom reflect the standards that students are expected to achieve. When this occurs, the data collected can be used as indications of a student's proficiency in a language. This chapter focuses on how the data collected in the classroom can be used to guide instruction. The author begins with an overview of assessments that are available to foreign language teachers. This is followed by information on data collection and analysis. The second half of the chapter focuses on how to use the data to develop lessons that provide all students with the instruction they need in order to be successful in the foreign language classroom. Examples of analysis of authentic data and changes in classroom elements, as well as the need for a mastery mindset, are also presented.

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers

2015 ◽  
Vol 17 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Diego Fernando Macías ◽  
Jesús Ariel Sánchez
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Classroom Management ◽  
Teacher Education Program ◽  
Descriptive Study ◽  
Public University ◽  
Language Teachers ◽  
Management Skills ◽  
Foreign Language Teachers ◽  
Qualitative Descriptive

<p>This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.</p><p>Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en un programa de licenciatura en inglés en una universidad pública Colombiana. El estudio buscó identificar los desafíos de manejo de clase, el enfoque para afrontarlos, y las alternativas para mejorarlos. Los resultados revelaron que el manejo de clase es un problema serio que va desde condiciones inadecuadas del salón hasta actos explícitos de indisciplina. Establecer reglas y consecuencias por indisciplina fueron el principal enfoque de manejo de clase mientras que mayor contacto con sitios de práctica y aprender de otros con experiencia fueron alternativas de mejoramiento.</p>

scholarly journals Różnice indywidualne w nabywaniu kompetencji pragmatycznej przez nauczycieli języka angielskiego

Neofilolog ◽  
2017 ◽  
pp. 213-231
Author(s):  
Anna Szczepaniak-Kozak ◽  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Foreign Language ◽  
Educational Background ◽  
Language Teachers ◽  
Pragmatic Competence ◽  
Classroom Observations ◽  
Foreign Language Teachers ◽  
Advanced Learners ◽  
Gradual Process ◽  
Linguistic Ability ◽  
General Linguistic

Acquisition of pragmatic competence (PC) in a foreign language is a gradual process, which is not trouble-free and effortless even for advanced learners. Since most of the existing research on PC has focused on learners of English, this paper constitutes an attempt to investigate this matter from the perspective of foreign language teachers, with particular attention paid to teachers of English in Poland. Its aim is to investigate whether individual differences influence the acquisition of PC on the basis of data collected during classroom observations and in interviews with teachers. This way the authors endeavor to answer the question whether PC of the teachers depends on their general linguistic ability in English, their educational background and teacher preparation, or the stage of their career development.

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