scholarly journals Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

2018 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Ana Rachel Mendes ◽  
Kyria Rebeca Finardi
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Language Education ◽  
Information And Communications Technology ◽  
Efl Teacher ◽  
Efl Teacher Education ◽  
The Impact ◽  
Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

scholarly journals Struggling for Change in Chilean EFL Teacher Education

2011 ◽  
Vol 12 (2) ◽  
pp. 110 ◽  
Author(s):  
Mary Jane Abrahams ◽  
Miguel Farias
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Education ◽  
Curriculum Innovation ◽  
Traditional Curriculum ◽  
School Communities ◽  
Efl Teacher ◽  
Efl Teacher Education

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

scholarly journals Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education

2021 ◽  
Author(s):  
Ismail Hakki Mirici ◽  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Foreign Language ◽  
Qualitative Data ◽  
Language Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy ◽  
Efl Teacher ◽  
Efl Teacher Education

The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.

scholarly journals Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)

2020 ◽  
Vol 53 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Xuesong (Andy) Gao ◽  
Boning Lyu
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Mainland China ◽  
Language Education ◽  
Foreign Language Education ◽  
The Impact

AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

Variation theory in Austrian initial EFL teacher education: potentials and challenges

2016 ◽  
Vol 5 (2) ◽  
pp. 130-141 ◽  
Author(s):  
Erwin Maria Gierlinger ◽  
Harald Spann ◽  
Thomas Wagner
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Learning Cycles ◽  
Efl Teacher ◽  
Efl Teaching ◽  
Critical Issues ◽  
Efl Teacher Education

Purpose – The purpose of this paper is to scrutinise the potentials and challenges of variation theory when adopting learning study in Austrian initial EFL (English as a Foreign Language) teacher education. Design/methodology/approach – Based on a hermeneutic and epistemological approach, projects, and publications employing variation theory in the context of EFL are critically evaluated. Findings – Variation theory and learning study turn out to have great potential for EFL teaching and learning in Austria. However, three critical issues need further conceptual and empirical research before new learning cycles can be implemented and evaluated: the object of learning, the SLA-variation theory interface, and the roles of variation theory on different educational levels. Originality/value – By identifying and discussing important critical issues within the current practice of variation-theory-oriented EFL teaching, this study could lead to further theoretical and empirical deliberations in various areas of modern language teaching. This in turn could help pave the way for both the development of theoretical underpinning and methodological refinement, ultimately fostering international co-operations in implementing learning cycles.

scholarly journals Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers

2011 ◽  
Vol 9 (3) ◽  
Author(s):  
Abdelilah Salim Sehlaoui
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
National Council ◽  
Efl Teacher ◽  
Computer Based ◽  
Efl Teacher Education

A review of the relevant literature strongly suggests that many, if not most, English as a Second or Foreign Language (ESL/EFL) teacher education programmes typically utilize concepts of culture and strategies for teaching and learning that are open to some cogent, but constructive, critiques from the perspective of critical educational theory. In addition, according to Wise (1995), throughout the last ten years the National Council for Accreditation of Teacher Education has required that colleges of teacher education must integrate technology into their curricula. In fact, ESL/EFL teacher education programmes are increasingly incorporating computer-based technologies and software into their curricula. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology (see, for example, Bowers, 1988; Jones, 1995; Morton, 1996; Murray, 1997; Sehlaoui, 1999).DOI:10.1080/0968776010090306 

scholarly journals More than meets the eye: research and practice in Italian foreign language policies and education

2021 ◽  
Vol 9 (1) ◽  
pp. 69-88
Author(s):  
Lucilla Lopriore
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Classroom Practice ◽  
Language Teaching ◽  
Language Education ◽  
Professional Associations ◽  
Language Teachers ◽  
International Exchange ◽  
Language Policies ◽  
The Impact

Abstract This contribution aims at offering an overview of the main foreign language policies implemented in the Italian educational system in the last decades as well as of the role that research in Italian foreign language education has played. Main changes and innovations introduced through institutional – curriculum renewals, pre- and in-service education, European recommendations and implementation, language teacher education, university reforms – and through unofficial paths offered by publishers, professional associations, international exchange programs, will be explored and discussed. Some of the changes introduced at curriculum level (e. g. Content and Language integrated Learning (CLIL)) and in teacher education have added new perspectives in language teaching and are currently informing classroom practice in the Italian growingly multilingual scenarios. The impact of national and international research on foreign language teaching, carried out in the Italian language classrooms by scholars and, in some cases, by teachers themselves, will be described and illustrated through examples and language teachers’ contributions.

scholarly journals Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

2015 ◽  
Vol 3 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Harald Spann
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Personal Growth ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Teacher ◽  
Aesthetic Reading ◽  
Context Specific ◽  
Efl Teacher Education ◽  
Case Based

Abstract Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

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