scholarly journals An English department transformation : an interpretative phenomenological case study of a high school English department turnaround

2017 ◽  
Author(s):  
Fay
Keyword(s):  
High School ◽  
English Department ◽  
High School English ◽  
Phenomenological Case Study

Teachers’ experiences implementing the National Standards Curriculum at the Riverbank High School

2020 ◽  
Vol 19 (1) ◽  
pp. 1-34
Author(s):  
Deandrea Scott
Keyword(s):  
High School ◽  
Secondary School ◽  
National Standards ◽  
Structured Interviews ◽  
Teachers Experiences ◽  
Phenomenological Case Study

This paper explores teachers’ experiences implementing the National Standards Curriculum at a secondary school in Jamaica. During a phenomenological case study, structured and semi-structured interviews were completed with 16 participants and data collected subsequently analysed using constant comparison. The aim was to ascertain how teachers described their experiences implementing the NSC, what teachers saw as challenges with implementing the NSC and what they saw as strengths of the NSC. The findings showed that most teachers described their experience as challenging. Improving the process for implementing new curriculums and guiding efforts to address challenges teachers face in order to better facilitate institutionalization of the NSC are benefits to be derived from these findings.

scholarly journals An Analysis of the English Class Discourse in the Iranian High Schools

2016 ◽  
Author(s):  
Reza Khany ◽  
Saeedeh Mohammadi
Keyword(s):  
High School ◽  
Language Learning ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High School English ◽  
Dialogic Discourse ◽  
English Class ◽  
Interactive Strategies ◽  
Students Success

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.

scholarly journals Meaning Construction of Multimodal Discourse in High School English PPT Courseware—A Case Study of the 10th National Demonstration Lectures for High School English Teachers

2019 ◽  
Vol 9 (9) ◽  
pp. 1134
Author(s):  
Yanling Zheng
Keyword(s):  
High School ◽  
Middle School Teachers ◽  
Meaning Construction ◽  
School Teachers ◽  
High School English ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analysis Theory ◽  
Multimodal Features

This paper will be devoted to meaning construction of the lead-in part in 30 PPT courseware for the 10th national demonstration lectures for middle school teachers. Based on the meta-function proposed by Halliday, taking the lead-in part as the analyzing material, this paper will apply multimodal discourse analysis theory to answer the following questions: (1) what are the multimodal features of the lead-in part? (2) how can these multimodal features co-construct the discourse meaning effectively? (3) what are the implications of the lead-in part’s PPT to multimodal PPT design and high school English teaching？

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