scholarly journals My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

2020 ◽  
Vol 7 ◽  
pp. 36-48
Author(s):  
Huriye Arzu Öztürk
Keyword(s):  
Public School ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Narrative Analysis ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
The Public

The autoethnographic study aims to explore the teacher researcher’s dilemmas about the practices of English language teaching in the public school context in Turkey and the reasons behind them.  Narratives were used to depict the experiences which led to the dilemmas; the researcher’s journey of learning, lived experiences and interactions in the community of practice. The narratives, which portrayed the emergence of dilemmas, were analysed through reflections on them. The reflections were also supported by the other mixed methods studies, theoretical and regulatory documents. The results demonstrate that the dilemmas arise from the gap between the theory and practices of English language teaching in the public school context in Turkey. The study is situated in the interpretivist paradigm of research and holistic-content analysis was used as a technique of narrative analysis. Vygotsky’s sociocultural theory of learning, Wenger’s community of practice, Dewey’s reflective practice, and Miller’s teacher identity concepts establish the theoretical framework of the study.

scholarly journals “Lá vem a aula que eu não aprendo nada”: insucesso na aprendizagem de língua inglesa como segunda língua

2020 ◽  
Vol 6 (2) ◽  
pp. 298-306
Author(s):  
Ueverson Mendes Oliveira
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
English Learning ◽  
Learning And Teaching ◽  
The Public

This article deals with the reasons that may influence the English language teaching and learning failure in the public school context. This research aimed to understand the factors that can influence the malfunction in the interaction between teacher and student in the classroom. Theoretical contributions to the teaching of English as a foreign language were used to understand the ways that the teaching has been understood. The data presented were obtained through a search in the available academic material concerning English language teaching in public schools. Three factors were found and highlighted as meaningful and which are directly hooked to the English learning and teaching failure.

scholarly journals O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Paula Marques Beato-Canato ◽  
Vera Lúcia Lopes Cristovão
Keyword(s):  
Public School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Year ◽  
Pen Pal ◽  
Interactionist Perspective ◽  
Development Of Language ◽  
Teaching Learning ◽  
Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2021 ◽  
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2020 ◽  
Vol 11 (4) ◽  
pp. 272-290
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

scholarly journals (Re)constructing Teacher Identity through the Contesting Narratives of ELT Associations

2021 ◽  
Vol 50 (2) ◽  
pp. 130-141
Author(s):  
Ramesh Nair ◽  
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Contributing Factors ◽  
Multimodal Texts ◽  
The Public ◽  
Mainstream Media ◽  
Social Media Platforms ◽  
English Language Teachers

Discussions in the mainstream media about the declining standard of English in Malaysia have focused on a variety of contributing factors, one of the more prominent being the quality of teaching. English language teachers have been central actors in these narratives and are often easy targets for assigning blame. Left uncontested, such narratives have the capacity to shape a damaging image of Malaysian English language teachers which can have lasting implications for the ELT profession in the country. Fortunately, alternative voices emerge to challenge narratives describing Malaysian English language teachers as inept and incompetent. In this paper, I examine such narratives as they are presented through multimodal texts published and circulated in the public domain by the Malaysian English Language Teaching Association. Drawing on the frameworks of Systemic-Functional Linguistics and visual grammar, I examine a series of posters disseminated through the association’s social media platforms. The analysis unpacks the language and images used in the posters, and reveals an alternative discourse in which these teachers are presented as trained professionals with expertise in their field of ELT. The study highlights the important role of ELT associations in representing its members by challenging emerging discourses which threaten the reputation of the profession.

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