scholarly journals English Language Teacher Candidates' Perceptions of Language Teachers: A Metaphor Study

2016 ◽  
Vol 1 (Volume 4 Issue 2) ◽  
pp. 387-387
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Teacher Candidates ◽  
English Language ◽  
Language Teachers ◽  
Language Teacher

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

2014 ◽  
pp. 286-301 ◽  
Author(s):  
Berhanu Abera
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Pedagogical Content ◽  
Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

Developing English Language Teachers' Professional Capacities through Digital and Media Literacies

2016 ◽  
pp. 414-437
Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Instructional Material ◽  
Language Teachers ◽  
Future Research ◽  
State University ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.

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 Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

scholarly journals The Knowledge Base for Language Teacher Education Revisited: A Review

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Charles Ochieng' Ong'ondo
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Review Literature ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Conceptual Foundation ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

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