scholarly journals Practical and Theoretical Implications of Teachers’ Prior Language Learning Experiences for Their Teacher Identity Development

2021 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Soyhan Egitim
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Risk Taking ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Language Teacher ◽  
Pedagogical Innovation ◽  
Efl Teachers ◽  
Pedagogical Approaches

This article describes the practical and theoretical implications of EFL teachers’ prior language learning experiences for their teacher identity development. Every language teacher possesses different values, beliefs, and underlying assumptions about teaching and learning. To a certain extent, these values, beliefs, and assumptions are shaped up by the language teacher’s prior language learning experiences. Thus, teachers who regularly examine these internal values, beliefs, and assumptions are able to identify their strengths and weaknesses. The awareness of self can help teachers develop a risk-taking attitude and experiment with different pedagogical approaches which can lead to creativity and pedagogical innovation in the classroom.

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 Becoming an English language teacher: Continuities and Discontinuities

2015 ◽  
Vol 3 (1) ◽  
pp. 14-31 ◽  
Author(s):  
Dorota Werbińska
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
First Year ◽  
Language Teacher ◽  
School Placement ◽  
Phenomenographic Study ◽  
Language Teacher Identity

Abstract The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (continuities) as well as constraints (discontinuities). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.

scholarly journals The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development

2019 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Suna Altun
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Teacher Identity ◽  
English Language ◽  
Code Switching ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Language Classrooms ◽  
Past Experiences

This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.

scholarly journals READING GENRE IN TEACHING AND LEARNING ENGLISH

2021 ◽  
Vol 15 (1) ◽  
pp. 39
Author(s):  
Suaibatul Aslamiah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Rhetorical Analysis ◽  
Social Activity ◽  
Genre Analysis ◽  
Reading Text ◽  
Interactional Analysis ◽  
The Right ◽  
Implicit And Explicit ◽  
Pedagogical Approaches

Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.

scholarly journals Cultural Identity Development in Second Language Teacher Education: Toward a Negotiated Model

2020 ◽  
Author(s):  
Hussein Meihami ◽  
Naser Rashidi
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Identity Development ◽  
Cultural Identity ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Efl Teachers ◽  
Cultural Identity Development ◽  
Second Language Teacher

This is a two-phase study toward understanding the cultural identity development of the English as a Foreign Language (EFL) teachers when they participated in cultural negotiation programs and developing a negotiated model of cultural identity development for the second language teacher education programs. To such ends, the analysis of the narratives authored by five experienced and four novice EFL teachers was done by using Wenger’s (1998) community of practice and Pennington’s (2014) TESOL (Teaching English to Speakers of Other Languages) teacher identity model to track the cultural identity development of the EFL teachers during the cultural negotiation sessions. Then, by meticulously examining the theoretical and empirical underpinnings about cultural identity including the theories and previous empirical studies along with the results obtained from the first phase of the study, we developed a negotiated model of cultural identity development for the EFL teachers. The model is a theoretical one which can be applied to different second language teacher education programs to develop the cultural identity of the language teachers by participating in negotiation sessions. The study concluded with some implications for second language teacher education programs to develop the cultural identity of the EFL teachers.

scholarly journals Editorial

2019 ◽  
Vol 9 (2) ◽  
pp. 259-261
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Dominant Role ◽  
Learning Experience ◽  
Empirical Studies ◽  
Personal Data ◽  
Subsequent Paper ◽  
Structured Interviews ◽  
L2 Motivational Self System

The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

2021 ◽  
pp. 002248712110591
Author(s):  
Mostafa Nazari ◽  
Peter I. De Costa
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Professional Learning ◽  
Teacher Identity ◽  
Critical Incidents ◽  
Professional Socialization ◽  
Language Teacher ◽  
Language Teacher Identity ◽  
Development Course

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

An Evaluation of a Student Resource Centre

1992 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Bob Courchêne
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Pedagogical Innovation ◽  
Post Secondary ◽  
Frequency Of Use ◽  
Self Study ◽  
Directed Learning

The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

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