scholarly journals “Let’s not forget we are language teachers!”: investigating Critical Teaching and Critical Reflection in the practicum of an English undergraduate program

2017 ◽  
Vol 14 (1) ◽  
pp. 1866
Author(s):  
Leonardo Da Silva ◽  
Marimar Da Silva ◽  
Nara Rocha
Keyword(s):  
Critical Reflection ◽  
Language Teachers ◽  
Undergraduate Program ◽  
Critical Teaching

http://dx.doi.org/10.5007/1984-8412.2017v14n1p1866Considerando a necessidade dos programas de formação de professores de promover o desenvolvimento de professores de língua críticos, este estudo objetivou compreender em que medida o estágio de um programa de graduação fomenta a reflexão crítica. Três participantes responderam a um questionário e uma entrevista onde expuseram suas visões sobre o papel do ensino de língua adicional, do professor de língua, e do estágio supervisionado. Com base na análise, pudemos observar que a reflexão crítica e o ensino crítico são princípios do estágio de acordo com o plano de ensino. Para o orientador de estágio, ensinar uma língua é um ato politico que não pode ser separado de seu contexto social. Por outro lado, os alunos-professores parecem conceber a língua como uma ferramenta para a comunicação e o desenvolvimento crítico separada do ensino de língua. Este entendimento pode estar relacionado à própria natureza do estágio bem como à falta de oportunidades que estes estagiários têm (ou tiveram) para o desenvolvimento do seu pensamento crítico sobre ensino de línguas.

scholarly journals Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

2021 ◽  
Vol 23 (2) ◽  
pp. 183-198
Author(s):  
Edgar Lucero ◽  
Andrea Margarita Cortés-Ibañez
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Research Study ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Ethnography Of Communication ◽  
Undergraduate Program ◽  
Institutional Image ◽  
Linguistic Ethnography

The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.

scholarly journals Critical Reflection as a Key Component of Personalized Language Learning in Digital Education Environment at University

2021 ◽  
pp. 44-49
Author(s):  
Yuliana Lavrysh ◽  
Oksana Korbut ◽  
Svitlana Buha
Keyword(s):  
Language Learning ◽  
Critical Reflection ◽  
Personalized Learning ◽  
Language Teachers ◽  
Educational Resources ◽  
Foreign Languages ◽  
Learning Skills ◽  
Self Reflection ◽  
Effective Development ◽  
The University

The article presents the problem of foreign languages personalized learning skills formation at the university. From the perspective of the issue, authors disclose an analysis of didactic conditions for the effective formation of foreign languages personalized learning skills formation. The main conditions are the skills of self-assessment and self-reflection, which help students identify their own educational needs, priorities, strengths and weaknesses. In the article, the authors offer their own understanding of critical reflection and the strategy of its formation. In order to obtain data for the analysis, the authors conducted a survey of foreign language teachers at the university, pedagogical observation of classes and analysis of literature on this topic. The research methods made it possible to identify key challenges that prevent the effective development of critical reflection skills. During the pedagogical observations, the authors identified and described in the article effective tools for the formation of critical reflection, in particular digital educational resources. It has been proven that the use of digital educational resources increases students' motivation for self-reflection and adds interactivity and multimodality to the learning process. The unity of didactic and technological approaches is a fundamental didactic principle, on the basis of which the authors propose to form the skills of critical reflection.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

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