scholarly journals The Power of EFL Teacher’s Beliefs to Drive Practice

2019 ◽  
Vol 2 (1) ◽  
pp. 7-18
Author(s):  
Suwarsih Madya ◽  
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Full Potential ◽  
Final Test ◽  
Language Teacher Education ◽  
Potential Development ◽  
Depth Interview ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
Different Levels

In a test-driven instructional development such as that in Indonesia, teachers spend most of his time, energy, and thoughts to strive for his students’ excellent performance in the final test. This is due to the indicator used to judge the success of a school. One particular teacher of English is, however, different. I have collected data on his class and conducted an in-depth interview with him. The results of data analysis revealed that the teacher is creative and innovative as he strives to help his students of different levels and types of abilities to make as high achievements as they can. In other words, he strives to enable their students to reach their full potential development. He is also very productive, with more than 180 books as his works and creative and innovative in his teaching, enabling his students to speak English fluently in communicative situations evidenced in their performance in the final test of speaking witnessed by the students’ parents. This particular teacher is a rare asset in the development of English language teaching. More importantly, he confessed that his strong beliefs in students have driven him to do his best to facilitate his students’ learning. This is in line with the findings of numerous research studies. This implies the importance of developing and strengthening the teachers’ beliefs through redesigning the English language teacher education curriculum, both pre-service and in-service.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals In-Service LTE Program for Chinese Private Institute English Teachers

2021 ◽  
Vol 5 (8) ◽  
pp. 80-90
Author(s):  
Xiaojing Zhang
Keyword(s):  
Teacher Education ◽  
English Language ◽  
English Language Teaching ◽  
Reflective Practitioner ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Trainee Teachers ◽  
Research Activities ◽  
Program Schedule ◽  
Training Courses

This paper describes a half-year in-service Language Teacher Education (LTE) program, targeting the trainee teachers who work in Chinese private English institutes. This is to better prepare them at the outset of their career. Primarily intending to build the trainee teachers’ professionalism and raise their awareness, an overall illustration of adopted training courses and choice of activities are introduced in this paper. Focusing on integrating instructional knowledge from ESL and English language teaching, the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities. Principles underpinning this program design are illustrated one by one. A course like this may not foster all teachers to become professionals at once, but to be a reflective practitioner can be a reachable goal, as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

scholarly journals Toward a Decolonizing Framework for Equity-Oriented English Language Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 326-347
Author(s):  
Kongji Qin
Keyword(s):  
Teacher Education ◽  
English Language ◽  
White Supremacy ◽  
Nonnative English Speakers ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Speakers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Linguistic Imperialism

Abstract In this article I critically review the current literature on English language teaching (elt), (neo)colonialism, and empire to advance a decolonizing framework for equity-oriented English language teacher education (elte). This framework first argues that teachers should be supported to understand and confront linguistic imperialism of the English empire to promote plurilingual approaches to elt while developing students’ critical awareness of power. Second, it contends that instead of asking elt professionals to apply Western centered pedagogies that are often ill-suited to their local instructional realities, they should be supported to develop their own praxis. Third, it calls for disrupting epistemological racism to reclaim local knowledge. Lastly, it emphasizes the need to unsettle colonial ontology of white supremacy and native-speakerism that render teachers of color and nonnative English speakers (nnes) as perpetual Others. The article concludes with a call for action to prepare language teachers to disrupt racism, (neo)colonialism, and inequality through their praxis.

scholarly journals LITERACIES AND DIGITAL GAMING: NEGOTIATING MEANINGS IN ENGLISH LANGUAGE TEACHER EDUCATION

2019 ◽  
Vol 11 (01) ◽  
pp. 153-168
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
Teacher Education ◽  
Digital Literacy ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Digital Games ◽  
English Language Teaching ◽  
Digital Tools ◽  
Language Teacher Education ◽  
Digital Gaming

Digital epistemologies in the area of literacies and language teaching are becoming increasingly important, due to the radical transformations that our society is undergoing as a result of the advent of the new technologies of communication and of processes linked to globalization. It is a quite relevant and pressing issue, since children and the youth are coming to school in possession of a great deal of knowledge about and competence with digital tools and discourses. On the other hand, there are still a great number of students that lack digital literacy and face difficulties in reading from the screen. Taking into account the fact that the research on digital games and language teaching in Brazil is very incipient, the aim of this project is to examine ways that literacies and digital games can be combined to improve English language teaching in Sergipe and Brazil. Connecting all these topics may bring innovative results with potential to be applied to English language teaching and teacher education and solidify the research in this area.

scholarly journals Quality Teaching Practice: Value Education in the Language Classroom

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Tan Yuan Yi ◽  
Norhanim Abdul Samat
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
English Teachers ◽  
English Language Teaching ◽  
Analysis Tool ◽  
Full Potential ◽  
English Teacher ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

Learning to Teach Intelligible Pronunciation for ASEAN English as a Lingua Franca: A Sociocultural Investigation of Cambodian Pre-service Teacher Cognition and Practice

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 313-329 ◽  
Author(s):  
Sovannarith Lim
Keyword(s):  
Classroom Practice ◽  
English Language ◽  
English Language Teaching ◽  
Current Status ◽  
Lingua Franca ◽  
Language Teacher Education ◽  
Pronunciation Instruction ◽  
Asean Member ◽  
Asean Economic Community ◽  
Teaching Pronunciation

English has been referred to as a lingua franca for the Association of Southeast Asian Nations (ASEAN). As the region moves towards establishing the ASEAN Economic Community (AEC), the diversity of pronunciation of the ASEAN member states is seen as a forefront issue for English language teaching (ELT). From a sociocultural perspective, this study explored teachers’ cognitions about pronunciation instruction and their classroom practice. The findings were based on qualitative data collected from three pre-service non-native English teachers. All the findings were based on these multicultural and multilingual context. Data were obtained from interviews and practicum-teaching observations and were coded and analysed thematically to understand the teachers’ emic perspectives of pronunciation instruction. Four themes emerged from the data and were discussed in relation to the 2015 AEC, based on which I challenge the current status of English as a foreign language in the Cambodian ELT mindset. Briefly, these themes include the teachers’ self-acknowledgement of their own pronunciation, the perceived goal of pronunciation instruction, their approaches to teaching pronunciation and their attitudes towards ASEAN English as a lingua franca (ELF). The article concludes with implications for English language teacher education in Cambodia and beyond and calls for more research to expand the ASEAN ELF literature.

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