scholarly journals The Negotiation of English Teachers’ Identity Representation In EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 31-39
Author(s):  
Irene Rosalina
Keyword(s):  
Identity Negotiation ◽  
English Teachers ◽  
Language Teachers ◽  
International Language ◽  
Values And Beliefs ◽  
Identity Representation ◽  
Religious Concept ◽  
Religious Constructs ◽  
Linguistic Approach

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values ​​, and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

scholarly journals Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile

2021 ◽  
Vol 23 (2) ◽  
pp. 141-154
Author(s):  
Leonardo Veliz ◽  
Scott Smith
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Figurative Language ◽  
English Teachers ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions

This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.

scholarly journals On the Meaning of English in the Education of Future Teachers

2019 ◽  
Vol 5 (4) ◽  
pp. 452-456
Author(s):  
D. Saidvalieva
Keyword(s):  
International Education ◽  
English Teachers ◽  
Foreign Languages ◽  
Future Teachers ◽  
International Language ◽  
Global Language

In this article, we would like to discuss the role of English as the global language and its impacts on our profession as English teachers. Foreign languages open doors to development and give access to international education. English has roles as both an international and a global language. As an international language, English has played a role as the tool of communication among people from different countries, in other words, English is used to bridge linguistic odd among people in international communities.

scholarly journals The Role of Motivational Teaching Strategies Used by English Language Teachers in Urdu Medium Secondary Schools in Pakistan

2019 ◽  
Vol 9 (2) ◽  
pp. 343
Author(s):  
Muhammad Asif Saleem ◽  
Mamuna Ghani
Keyword(s):  
Secondary Schools ◽  
Language Learners ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Teachers And Students ◽  
English Language Teachers

A number of strategies are used by English language teachers to get the desired outcomes from the language learners. The strategies prove useful when implemented in accordance with the level of the students and the environment of the L2 classroom. The prime focus of the teachers is to keep the learners motivated in learning English language. This particular research is conducted with the objectives and reasons for which the English teachers in Urdu medium secondary schools and students make use of motivational teaching strategies in their L2 classroom and similarly to indicate the situations where these strategies would be more helpful and crucial. Interview questions were distributed among English teachers and the students of matriculation. They were asked to read the questions and spell comprehensive answers. A comparison is made between the results obtained by the answers of Urdu medium secondary schools’ teachers and students. The data were collected and interpreted qualitatively that reflected the views of teachers and students of Urdu medium schools about the use of motivational teaching practices in ELT classroom in relation to students’ proficiency of L2 learning.

English as an international language? Taiwanese university teachers' dilemma and struggle…

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 39-45 ◽  
Author(s):  
Hsuan-Yau Tony Lai
Keyword(s):  
English Language ◽  
English Teachers ◽  
Experienced Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
University Teachers ◽  
International Language ◽  
Language Classroom ◽  
English Speaking

ABSTRACTThis study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.

Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia

2019 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Andi Samsu Rijal ◽  
Andi Mega Januarti Putri
Keyword(s):  
Language Choice ◽  
Migrant Children ◽  
Immigrant Communities ◽  
The Public ◽  
International Language ◽  
Language User ◽  
Public Area ◽  
Better Than ◽  
Language Mastery

The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

scholarly journals Factors affecting the organizational performance of manufacturing firms

2017 ◽  
Vol 9 ◽  
pp. 184797901771262 ◽  
Author(s):  
Ahmad Adnan Al-Tit
Keyword(s):  
Organizational Performance ◽  
Measurement Instrument ◽  
Manufacturing Firms ◽  
Factors Affecting ◽  
Mediating Role ◽  
Values And Beliefs ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Numerous studies have been conducted to explore the individual effects of organizational culture (OC) and supply chain management (SCM) practices on organizational performance (OP) in different settings. The aim of this study is to investigate the impact of OC and SCM on OP. The sample of the study consisted of 93 manufacturing firms in Jordan. Data were collected from employees and managers from different divisions using a reliable and valid measurement instrument. The findings confirm that both OC and SCM practices significantly predict OP. The current study is significant in reliably testing the relationship between SCM practices and OP; however, it is necessary to consider cultural assumptions, values and beliefs as the impact of OC on OP is greater than the impact of SCM practices. Based on the results, future studies should consider the moderating and mediating role of OC on the relationship between SCM practices and OP.

scholarly journals Classroom Discourse and Teachers’ Experience: A Cognitive View

2021 ◽  
Vol 11 (10) ◽  
pp. 1308-1317
Author(s):  
Bibi Malihe Vamagh Shahi
Keyword(s):  
Novice Teachers ◽  
Community Of Practice ◽  
Cognitive Processes ◽  
Classroom Discourse ◽  
English Teachers ◽  
Experienced Teachers ◽  
Years Of Experience ◽  
Efl Teachers ◽  
Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

scholarly journals THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 136-138
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Abimael Junior Souza Santos ◽  
Jaiara Martins Aguiar Monteiro
Keyword(s):  
High School ◽  
Elementary School ◽  
Public School ◽  
English Language ◽  
Language Teachers ◽  
The Public ◽  
English Language Teachers

This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.

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