Challenges and Experiences Of EFI Teachers And Newly Arrived Refugee Students: An Ethnographic Study in Turkey

2021 ◽  
pp. 147-164
Author(s):  
Halis Gözpinar
Keyword(s):  
Qualitative Research ◽  
Secondary School ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Ethnographic Study ◽  
Multiple Sources ◽  
Refugee Students ◽  
Ethnographic Approach ◽  
Efl Teachers

The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming a never pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugeeoriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students.

Contextualizing Second Language Writing in Literature Courses

2021 ◽  
pp. 287-306
Author(s):  
Mir Abdullah Miri ◽  
Bui Phu Hung
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Language Education ◽  
Local Contexts ◽  
Efl Teachers ◽  
Language Writing ◽  
Language Competencies ◽  
Research Studies

A vast body of research encourages the teaching of literature in language education to improve learners' language competencies because literature is found rich in language features, contexts, and cultural instances. Even though previous research studies investigated second language writing (SLW) from different perspectives, they are inadequate in investigating ways of integrating writing into literature courses. For this purpose, this qualitative research involved five Afghan English as a Foreign Language (EFL) teachers with experience in integrating writing into literature courses in colleges. In addition, the study aimed to explore Afghan EFL teachers' reflections on integrating writing activities into literature courses. The results show that these teachers mainly suffered from workload, tight schedules, and shortage of relevant materials. While the challenges faced by the teachers reflected the local contexts, the advantages of reconciling writing with literature are perceived, and global pedagogical recommendations are made based on the findings of this study.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Ethnomathematics Exploration in Panataran Temple and Its Implementation in Learning

2020 ◽  
Vol 3 (2) ◽  
pp. 196-209
Author(s):  
Jayanti Munthahana ◽  
Mega Teguh Budiarto
Keyword(s):  
Qualitative Research ◽  
Secondary School ◽  
Social Organization ◽  
Mathematical Concepts ◽  
Cultural Elements ◽  
Ethnographic Approach ◽  
Triangulation Method ◽  
Data Validity ◽  
Primary And Secondary School ◽  
Technology Systems

This research was a qualitative research with an ethnographic approach. Data obtained through observation, interview, literacy study, and documentation with Triangulation Method as data validity. This research examined the mathematical concepts of cultural elements, especially in the building of Bale Agung, Pendhopo Teras, Angkatahun Temple, Naga Temple, Induk Temple and Palah Inscription. The cultural elements studied were also in the form of technology systems used, religion, arts, language and social organization. Based on the results of the study, it was found that there were mathematical concepts that were applied to these cultural buildings, these concepts were in the form of Cuboid and Quadrilateral Prism, Numbers and Number Symbols, Geometry Transformation (Translation and Reflection), and Probability. The building at Candi Panataran can be an object of learning in school for all levels (Primary and Secondary school).

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

RELC Journal ◽  
2019 ◽  
pp. 003368821987977 ◽  
Author(s):  
Mark B. Ulla
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Qualitative Content Analysis ◽  
Language Education ◽  
Teaching Experience ◽  
Cultural Backgrounds ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Filipino Teachers

In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Exploring the Status and Teachers’ Perceptions of Technology Integration in EFL Classrooms at Chadli Bendjedid University, Algeria

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ladaci Naima
Keyword(s):  
Foreign Language ◽  
Education Technology ◽  
Language Education ◽  
Teachers Perceptions ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
The Status ◽  
Teaching Learning ◽  
Number Of Classes

In the realm of language education, technology has reshaped the state of the teaching/learning framework in different ways and there is no surprise how a number of classes around the world have now turned from chalk and board classes to technology-based ones. However, whether teachers adopt or reject technology in their teaching depends primarily on the way they perceive it. Consequently, the current paper intends to capture the various perceptions of English as a foreign language (EFL) teachers from the department of English at Chadli Bendjedid University, El Tarf (Algeria) towards the use and the integration of technology in their teaching practices. It also aspires to answer the question: to what extent is technology used in their teaching? In order to collect data for this study; a questionnaire was administered to ten teachers from the above-cited department. Although the findings revealed that all the participants have a positive attitude towards technology; they all face different barriers that impede them from integrating it.

Sign in / Sign up

Export Citation Format

Share Document