Search results for: English (second language)
Page 8/10 98 items
Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong
The current paper reports on a qualitative study that investigated the experiences of a group of English language teachers from the Chinese mainland. The teachers completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. The study examines the participants' discursive and participative practices to illustrate how their experiences, both as students in the Chinese mainland and as preservice teachers in Hong Kong, shaped their construction of teacher identities, as well as to show that their employment in Hong Kong schools represented a challenge to this identity formation process.
Updated: Sep. 14, 2011
In this article, the authors report partial findings of a qualitative interpretive study of female secondary school English language teachers’ perceptions of curriculum change in the United Arab Emirates. The participants were 16 female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The authors recommend giving a voice to teachers in curriculum change by involving them in curriculum development processes to eliminate negative psychological effects such as marginalisation and powerlessness.
Updated: Jul. 26, 2011
The current research examined how students in foundation English classes perceive their Thai and native-speaking teachers. The authors aimed to explore three areas: (1) students' previous background in English-language learning, (2) students' general opinions and preferences for studying English with Thai or native-speaking teachers, and (3) student perceptions of studying with their current English teachers.
Updated: Jun. 18, 2011
'A Little Bit Marginalized': The Structural Marginalization of English Language Teachers in Urban and Rural Public Schools
This article examines how linguistic differentiation is described, explained, and excluded within schools in terms of implicit or explicit deliberation about English language learners (ELLs) and English as a second language (ESL) programs. The author argues that the participants' experiences resulted in the marginalization of ELTs and their students. The author maintains though that this marginalized status can be improved through collaborative relationships between general education teachers and English language teachers.
Updated: Jun. 13, 2011
This study examined the relationship between preservice teachers' teaching knowledge and self-rating of competencies and their practicum experience. The participants of this study are fourth year students in the Department of English Language Education of the Faculty of Education, Mula University, Turkey. The results of the TKT and Teacher Competency Scale showed that student teachers acquired means above the average.
Updated: Jun. 13, 2011
Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers’ Intercultural Experience and the Usefulness of Precise Instructional Directives
This paper focuses on the teaching of intercultural topics in the context of English as a foreign language (EFL) at German schools. The article presents the results of an analysis of data from a larger study. The study examined the intercultural experience of teachers and observable aspects of instruction. The findings reveal the impact of teachers’ intercultural experience on the quality of their intercultural instruction.
Updated: Apr. 14, 2011
The New Standard English Curriculum in China had a leading role in national curriculum reforms. This article takes the case of Tuha Petroleum Foreign Language School in Xinjiang, China as an example. The article examines the process of implementing the Curriculum at this school. The article describes the work the school has done, and the problems which it encountered.
Updated: Apr. 14, 2011
Many English Language Teacher trainees find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. The authors attempted to address this problem by establishing a model of trainees’ action that included their deliberate metacognitive structuring of a lesson both in planning and review phases.
Updated: Mar. 24, 2011
In this article, the author returned to classroom teaching to better understand the challenges faced by student teachers in implementing Communicative Language Teaching for teaching English at secondary school level. Through self-study the author formed a more developed understanding of the learners' role in learning; their prior learning and past classroom experiences are brought heavily to bear on new learning experiences. Finally, implications for practice and policy are suggested .
Updated: Jan. 30, 2011
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Updated: Nov. 23, 2010