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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.
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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Torres-Rocha, Julio César. "High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements." PROFILE Issues in Teachers' Professional Development 19, no. 2 (2017): 41–55. http://dx.doi.org/10.15446/profile.v19n2.60220.
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This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.
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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.
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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.
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Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.
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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).
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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.
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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.
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Metz, Mike. "Accommodating linguistic prejudice? Examining English teachers’ language ideologies." English Teaching: Practice & Critique 18, no. 1 (2019): 18–35. http://dx.doi.org/10.1108/etpc-09-2018-0081.
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PurposeThe purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.Design/methodology/approachIn total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic.FindingsKey findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs.Practical implicationsThe findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice.Originality/valueA current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.
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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.
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Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 
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Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.
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Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording, and interview were conducted to collect the data. From the data, it is obtained the teacher talk (TT) where the teachers mostly used English. Although the teachers used English and encouraged students to use English, it turned out that in some situation L1 is unavoidable. The teachers used L1 during the class learning. This teachers’ L1 was then analyzed from the perspective of initiation, response, feedback (IRF) exchange. The result shows that teachers performed typical acts and functions in the class interaction. Moreover, teachers’ L1 was not necessarily showing incompetence or reluctance to use L2. Rather, L1 use performed functions in the classroom that it helped teachers build students’ knowledge and manage the class more efficiently.
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Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.
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Foster, Harold M., and Isadore Newman. "Error analysis for high school english teachers." Language and Education 2, no. 4 (1988): 229–38. http://dx.doi.org/10.1080/09500788809541239.
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Amin, Muhammad, and Ali Saukah. "Factors Contributing to EFL Teachers' Professional Development in Indonesia." Excellence in Higher Education 6, no. 1&2 (2016): 12–20. http://dx.doi.org/10.5195/ehe.2015.138.
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This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.
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Badash, Merav, Efrat Harel, Rivi Carmel, and Tina Waldman. "Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar." World Journal of English Language 10, no. 1 (2020): 49. http://dx.doi.org/10.5430/wjel.v10n1p49.
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This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data. Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.
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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.
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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions
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Wang, Julan. "A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in an Academic English Writing Course in Chinese EFL Classrooms." Journal of Language Teaching and Research 10, no. 4 (2019): 776. http://dx.doi.org/10.17507/jltr.1004.12.
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Research on teacher talk has shown that many different teaching behaviors between native English speaking teachers and non-native English speaking teachers may result form their different English proficiency. This paper aims to examine the differences between Australian English teachers (AETs) and Chinese English teachers (CETs) in an Academic English Writing course in ELF classrooms in China in terms of language use, linguistic complexity, and linguistic variety. Two university teachers (one AET and one CET) were recorded and observed for two weeks in October of 2017 in SHU-UTS Business School of Shanghai University. Data were collected via classroom observation and analyzed by a qualitative research method. The findings revealed although there are some differences in language use, linguistic complexity and linguistic variety, both teachers are highly aware of the marking criteria for the writing task of the academic English writing course and emphasize their teacher talk quality input for their students. The results, therefore, can help teachers from Australian and Chinese cultures to continuously work on high quality teacher talk and facilitate the development of a specific language skill-academic English writing for English learners in EFL Chinese classrooms.
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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.
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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
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Haryanto, Haryanto, and Husni Mubarok. "Teacher’s Directive Expressions Analysis in English Teaching Classes." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 8, no. 1 (2020): 22. http://dx.doi.org/10.26714/lensa.8.1.2018.22-42.
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This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. The most illocutionary kind found in the conversation of teaching activity in both schools was question. The directive‟s expression in both schools used direct and indirect utterances. The teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. Meanwhile, the teachers at the first school used little directive expressions in English teaching because they did not apply varieties of directive‟s expressions. The implication in teaching learning English process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. More directives the teacher expresses, more center the learning by the teacher. On the other hand, less directives the teacher expresses, less center the learning by the teacher.
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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.
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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.
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Shepherd, Susan. "Answering Teachers’ Questions at the Esl (English as a Second Language) Conference, Badu Island, 15-18 May 2000." Australian Journal of Indigenous Education 31 (2003): 73–76. http://dx.doi.org/10.1017/s1326011100003719.
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AbstractIn 2000 a program of English as a Second Language inservice provision was initiated by the Thursday Island State High School in response to teacher and community concerns about low literacy rates in Torres Strait, as measured by the National Languages and Literacy Institute of Australia Bandscales and other related difficulties. In mid-May of that year an English as a Second Language conference was held on Badu Island and was attended by teachers from throughout Torres Strait. During the conference, Susan Shepherd (Education Adviser English Language Acquisition at Thursday Island State High School) conducted a question-and-answer session dealing with some of the most commonly asked questions: What is English as a Second Language teaching? What is an English as a Second Language learner? What is an English as a Second Language school? Why is the students’ English not improving in my school? Can we have learning support teachers? Why shouldn’t the children’s home language be banned from the school so that the students will learn English more quickly? Why can’t the children understand more about what they read? Why, if the local Creole is so much like English, do we need special programs in English?
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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.
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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, therefore, reflections of the teachers on improvements the training brought on their teaching skills on one hand and their attitudes on </em><em>“</em><em>the-to-be</em><em>”</em><em> links between the university instructors and high school teachers on the other hand. The link and the interventions envisaged to bring continuous improvements in the English language skills of secondary school English language teachers and thereby the skills of their students who ultimately and continuously join universities. As the study was based on the teachers and the principals who took part in the training, the sample size considered was the whole population, 40. Since the data was obtained qualitatively through interview and quantitatively through questionnaire, the analysis method also followed mixed methods. The quantitative data was analyzed descriptively with SPSS version 20, and the data obtained through interview was grouped into themes with open-code 3.6 and then described textually. The study showed that the short term trainings, which were based on the trainees’ pre-identified areas of English language skill gaps, helped to alleviate the gaps of the teachers to a greater extent. It also showed that there are other areas of English language skill gaps that need further trainings. Regarding the teachers’ attitude on the high schools and University teachers</em><em>’</em><em> professional link, it was found out that high school teachers need supports from universities </em><em>to</em><em> improv</em><em>e</em><em> their own and their students’ English language skills. It was also discovered that the link among school and university teachers so far is very weak. The trainees suggested areas of their special concerns to improve their English language skills, and areas university teachers may benefit from high schools.</em><em></em></p>
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Kamarudin, Kamarudin. "Pedagogical Knowledge of English Teachers on Speech Acts in Senior High School Level of West Nusa Tenggara." Cordova Journal : language and culture studies 9, no. 2 (2019): 219–23. http://dx.doi.org/10.20414/cordova.v9i2.1791.
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As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teachers on speech acts in Senior High School level of West Nusa Tenggara. The knowledge itself is divided into some branches, they are the ability to define speech acts, ability to identify speech acts conversation and ability to identify speech act utterances. The researcher conducted the interview to collect the data. The data are obtained from the interview and the tape recorder to record the interview process. After analyzing the data, the researcher found that Senior High School teachers mostly can answer questions about speech acts. They can define speech acts, they can identify the speech act conversations and they can identify the speech act utterances. In conclusion, the knowledge of speech acts of Senior High School teachers is categorized very good because they can answer most questions correctly. Therefore, Senior High School teachers fulfill professional language competencies; they comprehend teaching materials and have good pedagogical skills.
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Wright, Wayne E., and Daniel Choi. "The impact of language and high-stakes testing policies on elementary school English language learners in Arizona." education policy analysis archives 14 (May 22, 2006): 13. http://dx.doi.org/10.14507/epaa.v14n13.2006.
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This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.
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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.
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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.
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Djiwandono, M. Soenardi. "English Language Teacher Education: Rewriting S-1 National Curriculum." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (2015): 17. http://dx.doi.org/10.15639/teflinjournal.v10i1/17-30.
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As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.
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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.
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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.
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Feradepi, Dea, Dedi Sofyan, and Kasmaini Kasmaini. "CLASSROOM ACTIVITIES BASED ON MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE TEACHING 2013 CURRICULUM FOR SEVENTH GRADE." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (2019): 133. http://dx.doi.org/10.25157/jall.v3i2.2681.
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The purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the Bengkulu City 11 Junior High School in the learning process in classroom activities using multiple intelligence theories. This research was designed as a descriptive qualitative method. The population and sample of this study were English language teachers at SMPN 11 Bengkulu Cityin seventh grade. Data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. The results of the study showed several continuations implemented from the three teachers, namely 100% linguistics, 66.7% visual and 66.7% body intelligence. Linguistic intelligence was the dominant one. from three teachers who taught in seventh grade with the same material namely descriptive text, the results showed, teacher A asked for three linguistic, visual and body intelligences, teacher B applied one linguistic intelligence and teacher C used three linguistic, visual, and body intelligences. The results show from the three teachers implemented linguistic intelligence more often in teaching English. Because in English lesson oriented to linguistic. Keywords:multiple intelligence, English teacher
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Apriani, Eka. "Utilizing Preservice English Teachers Strategies and Classroom Management at Junior High School in Rejang Lebong Regency." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 149. http://dx.doi.org/10.29240/ef.v1i2.291.
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ABSTRACT
 The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (11.7%); (8) Summarizing and Notetaking (5.8%); and (9) Analysis of Student Work (5.8%). The most strategies used by preservice english teacher (>50%) were Task-Based Language Learning and Cooperative Learning (100%). The types of classroom management used by preservive English teacher were: (1) Maintaning Discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). The most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. 
 Keywords: Classroom Management, Presrvice English Teacher, Teaching Strategies
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Tezel, Kadir Vefa. "Are Prospective English Teachers Linguistically Intelligent?" International Journal of Higher Education 6, no. 5 (2017): 88. http://dx.doi.org/10.5430/ijhe.v6n5p88.
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Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers’ high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in the inventory, linguistic intelligence was not the most dominant intelligence of the participants. Variables such as the type of high school the students graduated from, the number of years of English learning, and gender did not have any effect on the linguistic intelligence scores of prospective English teachers either. The findings indicate that a change in the criteria of selection needs to be made in admitting prospective language teachers to universities.
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Utama, Tungga Pramudya, Sumardi Sumardi, and Slamet Supriyadi. "The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 403–11. http://dx.doi.org/10.33258/birle.v4i1.1634.
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The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.
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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5 (January 10, 2018): 8. http://dx.doi.org/10.17161/ili.v5i0.7011.
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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.
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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5, no. 1 (2018): 8–14. http://dx.doi.org/10.17161/ili.v5i1.7011.
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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.
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Panggua, Selvi, Basri Wello, Baso’ Jabu, and Doris Macdonald. "Self-Assessed Professional Competence of the High School EFL Teachers in Toraja Indonesia." International Journal of English Linguistics 8, no. 2 (2017): 25. http://dx.doi.org/10.5539/ijel.v8n2p25.
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The teaching of English as a foreign language (EFL) in Toraja is influenced by the quality of teachers from elementary to university level. The Ministry of National Education in Indonesia has stipulated four competencies that should be mastered by teachers: pedagogical competence, professional competence, personal competence, and social competence. The professional competences of foreign language teachers include a knowledge of various aspects of language in English (linguistics, discourse, sociolinguistic and strategic) and mastery of oral and written English language. The purpose of this study is to identify the perceived level of professional competence of high school EFL teachers in Toraja. For this study, 31 high school EFL Teachers in Toraja were chosen randomly from both public and private schools. Data was collected from questionnaires administered in person and by e-mail. The descriptive statistical results of this research show that half of the teachers reported themselves to have only a fair level of professional competence. This suggests the need for in-service training or professional development activities for high school EFL teachers in this region in order to improve their competence and confidence in teaching English.
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Utomo, Hari Widi, Tatsuya Kusakabe, Achmad Sultoni, and Dhina Setyowati. "Challenges Faced by English Teacher in Teaching: Case Study of Junior High School in Banjarnegara Regency." JETL (Journal Of Education, Teaching and Learning) 5, no. 1 (2020): 34. http://dx.doi.org/10.26737/jetl.v5i1.1689.
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Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled from Junior High School English teachers in Banjarnegara regency. The results revealed that the challenges faced in teaching English are divided into four parts. The first challenges were from the teachers. These challenges are less of teaching material, teaching design, classroom management, ICT skill, many teaching administration, job loaded, and memory decrease. The second was from the students. Those are lack of vocabulary, loss of motivation, and juvenile delinquencies. The third was from schools. Schools had limited facilities, which can be utilized by teachers and students in teaching activities such as; limited dictionary, projector, and language laboratory. The fourth was from the parents. Many parents from the village have low education and future vision so it influenced their children's education. The study also gives three recommendations for succeeding in teaching English such as; (1) teachers should make teaching contract at the beginning of the semester, (2) principals send teachers joining to MGMP meeting and Continuous Professional Development activity, (3) schools give motivation to students and parents periodically.
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Babinski, Leslie M., Steven J. Amendum, Steven E. Knotek, Marta Sánchez, and Patrick Malone. "Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial." American Educational Research Journal 55, no. 1 (2017): 117–43. http://dx.doi.org/10.3102/0002831217732335.
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Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.
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Cancino, Marco, and Gabriela Díaz. "Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach." Profile: Issues in Teachers´ Professional Development 22, no. 2 (2020): 115–30. http://dx.doi.org/10.15446/profile.v22n2.81152.
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The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.
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Jaelani, Alan, and Olivia Widad Zabidi. "Junior high school students’ difficulties of English language learning in the speaking and listening section." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 45–54. http://dx.doi.org/10.15294/elt.v9i1.38287.
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This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
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Pellegrino, Anthony, and Clara Lee Brown. "Supporting English learners in secondary social studies classrooms through collaboration." Social Studies Research and Practice 15, no. 2 (2020): 247–60. http://dx.doi.org/10.1108/ssrp-04-2020-0017.
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PurposeThe number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school student population, were identified as ELs. In 2016, the number reached 4.9 m or 9.6% of the general student population. In some states, the rise in the EL population has been even more pronounced. Their increased presence in content classes poses opportunities as well as great challenges for teachers. As these learners are learning fundamental language skills, they are also responsible for learning content and skills associated with various disciplines. In social studies, it includes developing a foundational understanding of US history, geography and government, while also developing the ability to comprehend, analyze and evaluate complex informational texts, which include contextualized language, low-incidence concepts and discrete facts.Design/methodology/approachOne way schools are adapting practice for ELs is through collaboration between general education and EL resource teachers. This article reports findings from interviews with a high school social studies teacher and an English as a second language (ESL) colleague.FindingsThe collaboration between these two teachers illustrated how specific strategies thoughtfully designed, yet sensibly implemented, can help teachers feel effective and empowered in their social studies classes. Their story also highlighted ways they have worked together in spite of the system confines.Originality/valueTogether, the authors hope their experiences inform teachers, teacher educators and school leaders about the importance of adapting practices for ELs in social studies and the power of collaboration to make those efforts successful.
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Sueb, Sueb, Ririn Pusparini, Anis Trisusana, Esti Kurniasih, and Nur Chakim. "A reflective study on Indonesian English teacher’s expectation from teacher forum for professional development." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (2020): 53. http://dx.doi.org/10.33474/j-reall.v1i1.6116.
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Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (2021): 6721. http://dx.doi.org/10.3390/su13126721.
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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
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N.M., Sumarningsih, Batan I Gede, and Adnyani L.D.S. "SCIENTIFIC APPROACH BASED TRANSLATION USED BY EFL JUNIOR HIGH SCHOOL TEACHER." Lingua Scientia 25, no. 2 (2018): 62. http://dx.doi.org/10.23887/ls.v25i2.18825.
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This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers’ reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques of analyzing data were done descriptively following the four processes according to the theory of Miles & Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. The results of analysis indicated that the teachers most frequently used translation in exploring step of scientific approach. In addition, there were seven teachers’ reasons found in relation to the use of translation in the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given by the teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understanding the tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presenting their work. The related parties interested in the same area of the research should give deeper concern in doing wider range of aspects involved in further study.
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Orosz, Agnes, Mirdelio Monzón, and Paola Velasco. "Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 229–49. http://dx.doi.org/10.26803/ijlter.20.3.14.
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The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’ pedagogical practices. The data gathering process in the phase described in the present study involved conducting in-depth interviews with 10 primary and secondary school English language teachers. The transcribed interviews were analyzed by putting the material through the MAXqda qualitative analysis software. The resulting coded categories allowed the authors to investigate three specific issues dealt with in the present research study, namely: teachers’ perceptions of the importance of learning English, actual classroom teaching practices, and the teachers’ observations on in-service training options. The findings of the study demonstrated that English teachers in Ecuadorian public schools recognized the importance of English and are making a substantial effort to keep up with the professional demands related to teaching English as a Foreign Language, but they lack the required knowledge to develop skills, such as critical thinking and creativity. They are also facing several challenges, such as a demanding new curriculum and students’ lack of motivation at a time of apparently dwindling teacher training opportunities.
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Gorsuch, Greta. "Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities." education policy analysis archives 9 (March 27, 2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.
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In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku) activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational), and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.
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Gedik Bal, Nur, and Perihan Savas. "Intercultural Competence in the Eyes of State School English Language Teachers in Turkey." Journal of Language and Education 6, no. 2 (2020): 56–75. http://dx.doi.org/10.17323/jle.2020.10327.
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Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.
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Asmawi, Zainah, and Wan Muna Ruzanna Wan Mohammad. "PROFESSIONAL PRACTICE AMONG PRIMARY SCHOOLS’ MALAY LANGUAGE TEACHERS IN TERMS OF VALUE." International Journal of Modern Education 3, no. 8 (2021): 196–210. http://dx.doi.org/10.35631/ijmoe.380016.
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The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term of value. The objective of this study is to identify the level of teachers’ professional practice English in terms of value and identify the level of self-assessment of teachers' professional practice in primary schools’ Malay Language teachers. Quantitative Research was used in this study involving 219 teachers. The questionnaire with five Likert scales has been used for the purpose of data collection. The items used are guided by Standard 1: Values of Professionalism in the Malaysian Teacher Standard. Descriptive statistics were used to know the mean, standard deviation, frequency, and percentage to obtain accurate findings in the process of analysis the items of study. Data obtained are analysed using Software Package for Social Science (SPSS) version 25. The result of the analysis shows that the professionalism practice of Malay Language teachers in terms of values at the high level of 4.46. The finding describes the teachers know and practice the value of professionalism well but the value practice among teachers needs to be constantly enhanced because teachers are the transformation agent in the education system. The level of self-assessment among Malay Language teachers is at the high level of 3.68 means. In self-assessment section found that there are a few items that need to be emphasized in future studies because the feedback from this study illustrated that there are some disadvantages inherent in professionalism. And this affects the quality of professionals as Malay Language teachers. In conclusion, the teacher's efforts to complete the responsibilities towards the student, school, and community requires a strong value to produce professional attitudes teachers.
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Mukundan, Jayakaran, and Koroush Khandehroo. "Burnout Among English Language Teachers In Malaysia." Contemporary Issues in Education Research (CIER) 3, no. 1 (2010): 71. http://dx.doi.org/10.19030/cier.v3i1.163.
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The phenomenon of burnout has always been under scrutiny, especially with reference to the teachers and their demographics. This study has deliberately focused on the English teachers’ burnout and its relation with their demographics of age and workload in Malaysia. The findings showed that burnout is evident at high levels in all dimensions. In addition, some age and workload categories demonstrated significant relations with emotional exhaustion, depersonalization and reduced personal accomplishment. The findings would help school administrators consider such factors as important in the effectiveness of English teachers.
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Liu, Honggang, Wenxiu Chu, Fan Fang, and Tariq Elyas. "Examining the Professional Quality of Experienced EFL Teachers for Their Sustainable Career Trajectories in Rural Areas in China." Sustainability 13, no. 18 (2021): 10054. http://dx.doi.org/10.3390/su131810054.
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While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for their sustainable career trajectories. Drawing on Wu’s framework of EFL teachers’ professional quality, this study adopted a mixed-method study design to investigate the professional quality of experienced EFL teachers in China’s rural areas. A questionnaire was administered online to 367 Chinese EFL teachers from 15 high schools in the northeast part of China. Follow-up interviews were then conducted with four volunteers. The results of the exploratory factor analysis produced a two-module structure of teachers’ professional quality, addressing teacher beliefs and English language pedagogical content knowledge (PCK) for their sustainable career development. The teacher belief module addresses beliefs about language teacher learning and development as well as beliefs about foreign language teaching and learning. The English language PCK module includes two subscales: English teaching capacity and English knowledge and skills. Descriptive analysis showed that these participants had high levels of professional quality. Possible explanations for the interpretations of EFL teachers’ professional quality are provided from the qualitative data. Based on the above findings, the paper offers some implications for sustaining EFL teacher development in the future.
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Machida, Tomohisa. "How Do Japanese Junior High School English Teachers React to the Teaching English in English Policy?" JALT Journal 41, no. 1 (2019): 5. http://dx.doi.org/10.37546/jaltjj41.1-1.
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The Japanese Ministry of Education (MEXT) proposed the teaching English in English (TEE) policy in junior high schools (JHSs) in 2013. According to the new Course of Study (MEXT, 2017), JHS English teachers will be required to teach English in English starting in 2021. A study of JHS English teachers’ reactions to the new policy is reported in this paper. Participants included 98 public JHS English teachers (31 males and 67 females) in the northeast region of Japan. Teachers’ responses to the policy were investigated using the Teacher Foreign Language Anxiety Scale (TFLAS; Horwitz, 2013), a background questionnaire, class observations, and individual interviews. Due to JHS teachers’ lack of confidence in using English for instruction and concern over students’ possible struggles in learning, teachers were anxious about TEE. In addition, many teachers wanted practical training opportunities to develop their English communication skills to be ready for successful policy implementation. 文部科学省は2013年に、中学校でも英語の授業を英語で行う方針（TEE: Teaching English in English）を打ち出した。そして、2017年に改訂された新しい中学校学習指導要領では、2021年からの英語による指導が義務付けられた。本研究は、英語の授業を英語で行う方針に対する中学校英語教師の反応を調査したものである。東北地方の公立中学校英語教師98名（男性31名、女性67名）が本研究に参加した。調査にあたっては、教師外国語不安スケール（Horwitz, 2013）、質問紙、授業観察、インタビューの手法を活用した。その結果、中学校英語教師は英語を使った指導に対する自信のなさや、生徒の英語学習が困難になるかもしれないという思いから、英語による指導に不安を感じていることが分かった。さらに、多くの教師はTEEが滞りなく実施されるためにも、教師自身の英語によるコミュニケーション能力を伸ばす実践的な研修の機会の充実を望んでいた。
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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.
Full textAbstract:
Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
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Kiomrs, Razavipour, Riazi Abdolmehdi, and Rashidi Naser. "On the Interaction of Test Washback and Teacher Assessment Literacy: The Case of Iranian EFL Secondary School Teachers." English Language Teaching 4, no. 1 (2011): 156. http://dx.doi.org/10.5539/elt.v4n1p156.
Full textAbstract:
It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the effects of teachers’ assessment literacy in moderating the washback effects of summative tests in the EFL context of Iran. A test of assessment literacy and a questionnaire on English language teaching practices were administered to 53 EFL secondary school teachers. Results show that teachers are suffering from a poor knowledge base in assessment and no matter how assessment literate they are; they do tailor their English teaching and testing to the demands of external tests. However, more assessment literate EFL teachers seem to be more likely to include non-washback practices in their English teaching. The implications for teacher training and teachers’ professional development programs are then discussed.
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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.
Full textAbstract:
English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.