scholarly journals Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

2016 ◽  
pp. 1095-1104
Author(s):  
Fadime Yalçın Arslan ◽  
Emrah Cinkara
Keyword(s):  
Teacher Candidates ◽  
English Language ◽  
Language Teachers ◽  
Efl Teacher ◽  
English Language Teachers

Examining English Language Teachers through Metaphorical Analysis

2016 ◽  
Vol 6 (8) ◽  
pp. 1659
Author(s):  
Xin Zhang
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Language Teacher ◽  
Educational Issues ◽  
Efl Teacher ◽  
Powerful Means ◽  
Efl Teaching ◽  
English Language Teachers ◽  
Metaphorical Analysis

This paper investigated students’ conceptualizations of English language teacher. Metaphors play an essential part in understanding of a variety of disciplines and educational issues. It is regarded as a powerful means to examine students’ conceptualizations. This study elicited an exploratory angle, describing student participants’ conceptualizations of English language teacher through an analysis of metaphors they created in the ‘X is Y’ format (e.g., “EFL teacher is … because…”). The elicited metaphors were collected, categorized and analyzed. Through the understanding of students’ beliefs of English language teacher, it provided insightful suggestions for EFL teaching.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

scholarly journals Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

Pedagogika ◽  
2019 ◽  
Vol 135 (3) ◽  
pp. 71-84
Author(s):  
Hussein Meihami
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Theory And Practice ◽  
Education Programs ◽  
Efl Teacher ◽  
English Language Teachers

The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

scholarly journals Buyer Beware: Professional Preparation and TESL Certificate Programs in Canada

2004 ◽  
pp. 40 ◽  
Author(s):  
Ron I. Thomson
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Private Companies ◽  
Certificate Programs ◽  
Adult Esl ◽  
Professional Recognition ◽  
Efl Teacher ◽  
Training Standards ◽  
English Language Teachers ◽  
Increasing Demand

Significant progress has been made toward greater professional recognition for adult ESL instructors in Canada over the past decade. At the same time, an ever-increasing demand for English-language teachers, particularly abroad, has resulted in a substantial growth in the number of private companies offering short-term ESL/EFL teacher training. Often these programs make inflated claims about the worth of their certificates in the job market, undermining attempts to professionalize the field in the eyes of the public. In this article, I propose basic requirements that should be expected ofany professionally adequate TESL training program. I then assess several TESL "certificate" programs from across Canada to determine to what degree they meet these minimal professional standards. I conclude with a discussion ofwhy increasingly stringent training standards are essential if we are to promote professionalism in the field and to achieve recognition commensurate with that in other disciplines.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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