Conceptualizing peace and social justice in English language teaching: Moving forward toward La Paz Total in Colombia

In this 21st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills. With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum. This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses. The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semi-structured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols. This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language teaching and misalignments in the role of the English language courses within the engineering academic curriculum. As a result, tensions occurred in determining the emphasis of English language teaching. The ambiguities in positioning English language teaching and the misalignments of the English language courses presented the EL educators with challenges in managing their pedagogies and framing their teaching within the context of an engineering university. The study found that the strategies that the EL educators exercised in their agency resulted from the interplay between how they positioned English language teaching and the professional identities they developed in their university context. The demand for ESP required these EL educators to teach beyond their expertise, creating challenges for them to establish their professional identities. Complexities emerged when English language teaching involved integration among English language, communication skills, engineering knowledge, and problem solving skills. This study contributed to the field of English language teaching, specifically to English for Specific Purposes (ESP) by providing knowledge and understanding of the complexities of teaching English for the engineering discipline in higher education. It also contributed to research on professional identities by highlighting the tensions, struggles and negotiations that EL educators faced in positioning themselves within this context to determine their professional identities. The findings of this study deepen our knowledge and understanding of professional identities and agency among EL educators in the Malaysian context, particularly in the discipline-specific context of engineering.

The document review method, which is a qualitative research method, was used in this study that aims to examine the social studies curriculum and course books in terms of attainments, teaching-learning process and measurement-evaluation process in the context of global citizenship. Furthermore, opinions of social studies teachers on the curriculum and course books in the context of global citizenship were determined by taking their written statements. Social studies course books and curricula at fourth, fifth, sixth and seventh grade levels were examined in the study. Also, opinions of nine social studies teachers were analyzed. As a result of the study, it can be said that in general, the dimensions of global citizenship are included within the scope of attainments, content, teaching-learning process, measurement-assessment elements regarding social studies course. It was determined that awareness of diversity and multiculturalism, political and economic processes and interdependence, human rights, environmental responsibility and sustainable development among the dimensions of global citizenship are addressed at most, while the dimensions of social justice and contemporary peace and conflict are covered quite slightly. Furthermore, according to teachers' opinions, it can be said that social studies curriculum and course books have deficiencies in the context of global citizenship.

Fundamental knowledge, skills, attitudes and values for community life are taught students through various courses in elementary school. Social studies course play an important role in teaching process of mentioned knowledge, skills, attitudes and values to students in primary education level. Various learning resources are used in social studies course for introducing students past, today and future with people, places and cultures. Films are powerful pedagogical tools for social studies teachers. Films play an important role in introducing historical, cultural, geographical, social, politic issues, perspectives and characteristics belong to people, society, or nations. This study was aimed at examining advantages and disadvantages of using film in social studies education from the perspective of social studies pre-service teachers.The purpose of the study is to examine pre-service teachers’ understandings about using films in social studies course. Within the scope of the main purpose of the present study, the following research questions were addressed:•What do pre-service teachers think about using film in social studies? •What do pre-service teachers think about contributions of films to social studies education?•What do pre-service teachers think about problems can be encountered when using film in social studies? •What are pre-service teachers’ recommendations about using film in social studies?Qualitative research methods were used in the study. Participants of the study were 3rd and 4th grade pre-service teachers enrolled in social studies teacher training program. Focus group interview was used in the study. First group consisted of 8 pre-service teachers from the 3rd grade, and second group had 6 pre-service teachers from the 4th grade. In the analysis of data, content analysis technique was used.Findings were examined under the four main themes which were classified as “using film in social studies”, “contributions of films to social studies”, “problems can be encountered when using film in social studies”, and “recommendations”. Findings of the study show that according to pre-service teachers films appeal to multiple senses of students, help retention of learning, and facilitate history and geography learning. Moreover, films make learning enjoyable. Pre-service teachers explained contribution of films to social studies education under the sub-themes of contribution regarding knowledge, skills, and values acquirement. They mentioned about historical and geographical issues in terms of knowledge contribution of films. Pre-service teachers emphasized that films help students develop creative thinking, critical thinking, and interpreting skills. Additionally, they indicated that films play a significant role to teach values such as love, friendship, independence, cultural values, national values, cooperation and solidarity, peace, democracy and freedom, and sensitivity. Problems, pre-service teachers mentioned regarding using films in social studies, were determined as “films can create bias against certain views and beliefs”, “films are usually shot based on western sources”, “films generally adopt one-sided perspective”, “films about surreal heroes have negative impact on children”, “historical films may give inaccurate information”, and “violence is emphasized in some films”. Finally, pre-service teachers suggested recommendation for teachers, schools, families, and media organizations.According to results of the study pre-service teachers have positive views about using films social studies. They thought that films help retention of learning, and provide visualization in teaching learning process. Pre-service teachers thought that films help students acquire some knowledge, skills, and values. However, films could have negative effects on students. Teachers, schools, families and media organizations should take responsibility to solve problems which are encountered regarding films.Studies can be designed to determine effect of using various types of films on teaching different subjects in social studies. Teachers’ views and competency regarding using films in social studies should be examined. Primary school students’ and parents’ opinions about using films in education should be investigated. Media literacy education and critical thinking education can be organized for teachers and parents to use films effectively in social studies course. An educational film archive can be formed for teachers by ministry of education or researchers.

Social Studies can be defined as a€A“bonding process based on verification with social reality and dynamic information obtained as a result of this processa€. In this context, it is essential to unify the Social Studies course with the real life and to benefit from the society in teaching-learning process in order to enable the learned information to be applied in the real life. In the Social Studies course, students should encounter with the real life itself. Thus, students can produce multidimensional alternative solutions for the cases they encounter and they can explain the best solution with justifications. Considering these arguments, it can be claimed that involving the subjects and studies related to the society and near environment in the Social Studies courses increases the effectiveness of Social Studies teaching. Local community studies, which are associated with the Social Studies program by means of a detailed and good plan, can draw students' attention and thus permanent learning can occur. In this sense, teachers should benefit from the local community studies in the Social Studies course which reflects the real life. The aim of this study is to determine how local community studies will be applied in Social Studies course in the primary education schools. In line with this aim, the following research questions were addressed: 1. How can the activities of a. benefitting from institutions and organizations in local communities b. benefitting from people in local communities c. using Internet and library sources d. benefitting from special days and current events which are carried out in the Social Studies course taught with local community studies, be arranged? 2. Do the local community studies help the students determine the problems in their environments and find out the solutions for these problems? 3. What are the students' opinions about the Social Studies course taught with local community studies ? 4. Does the Social Studies course taught with the local community studies change the students' attitude towards the Social Studies course? The study was conducted with 13 students attending to 5/A in Eskisehir/Alpu Ertugrulgazi Primary School in the spring term of 2008-2009 academic years. Training in the present study was given to all students in the class while three students in the class were selected as the focus of the study. For this study, the local community studies were applied in the Social Studies course for 11 weeks between 23 March 2009 and 03 June 2009 within the context of a€A“The Ones Working for the Societya€ and a€A“One Country, One Flaga€ units. The data of the study were collected with different data collection tools, such as personal information form, attitude scale, video records, semi-structured interviews, document analysis, students diaries and researcher diary. The data collected from semi-structured interviews, student and researcher diaries were analyzed through descriptive analysis while video records were examined with macro and micro analyses. The findings of the study were interpreted on the basis of the research questions, in this line; the conclusion and suggestions were written. The conclusions drawn considering the findings and the suggestions offered in the light of the conclusions were as follows: It is essential to design and develop activities within the context of benefitting from the institutions and organizations in the local community; benefitting from the people in the local community; using Internet and library sources; benefitting from special days and current events, besides the participation to local community studies should be arranged systematically. Moreover, to benefit from the institutions and organizations in the local communities, some activities such as organizing field trips or inviting local managers of the institutions and organizations can be carried out. The teachers can implement the activities such as inviting source person, verbal history, arranging history exhibition and activities with parents in order to enable the students benefit from the people in local community. It is necessary to design the activities for benefitting from Internet and library sources. Public library, school and class libraries should be enriched; moreover, any technical deficiencies in the information technologies classes should be made up. Additionally, the special days such as national holidays and local independence days should be utilized. The students should be encouraged to relate the current events with the Social Studies course. The students should determine a problem in their environment and they should be supported to find out a solution for this problem. The teacher's role in the teaching process is to a€Eœguide', besides, the teacher should have roles to communicate with the source person before the activities, inform the source people about the aim of the study, guide the students and encourage the students. According to the findings from a€A“Social Studies Course Attitude Scalea€, the students' attitude towards the Social Studies course were changed as positively as a result of the applications of the local community studies in the course.

Social Studies is one of the most important courses that provides students with basic information, skills, and values and prepares them for social life. Current events comprise the most important social resources employed in Social Studies courses for students, ensuring their familiarity with the society and world in which they live. The objectives of this study were to determine the problems experienced in current event teaching in Social Studies courses, and to develop and implement applications in which active learning techniques were used to solve these problems. The use of active learning techniques contributes significantly to students' understanding of events that occur in society and those discussed in social studies courses. Thus, the study aimed to increase the quality of current event teaching in Social Studies courses and to determine the opinions of students and teachers related to the process. A qualitative research method that entailed action research design was employed. Research was conducted on 5th grade students and their Social Studies teachers during the fall and spring semesters of the 2019-2020 academic year. The research included semi-structured interviews, observations, diaries of the researchers, teachers, and students, video recordings of the application process, and student products that were employed as data collecting instruments. Data were analyzed using descriptive analysis. Research findings indicate that teaching current events by means of active learning techniques in Social Studies courses enabled the students to actively participate in the course, display interest in the course and current events, prepare themselves for real life, and acquire the habit of following an agenda. Study results indicate that teaching current events in Social Studies courses by means of active learning techniques provides students with correct and effective use of Turkish; research, empathy, critical thinking, and media literacy skills; and the values of sensitivity, diligence, and justice. At the end of the study, various suggestions for application and research based on the results obtained are offered.

iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

Bu çalışma, öykülerle birlikte bir sosyal bilgiler dersinin 4. sınıf öğrencilerinin eleştirel ve empatik düşünme becerilerini üzerindeki incelemelerini incelemek istiyor. Araştırma, karma yöntem araştırmalarında kullanılan müdahale desenine göre yürütülmüştür. 10 haftalık çalışma, 2018-2019 eğitim öğretim yılında Gaziantep'te bulunan iki devlet okulunda gerçekleştirilmiştir. Nicel verilerin korunmasında Eğmir ve Ocak (2016) tarafından rehberlik Eleştirel Düşünme Başarı Testi ve Bryant tarafından hizmet ve Yılmaz-Yüksel (2004) tarafından Türkçeye uyarlanan Çocuklar İçin Empati Ölçeği kullanılmıştır. Nitel verilerin elde edilmesinde yarı elde edilen görüşme formları, yarı elde edilen gözlem formları ve araştırma günlüklerinde kullanılan.Nitel içerik içerik analizi ve betimsel analiz ile analiz edilmiştir. Nicel kaynaklar Shapiro-Wilks testi ile analiz, İlişkisiz ölçümler için T testi, ilgili ölçümler için T testi ve Wilcoxon İşaretli Sıralar Testi yapıldı. parametrik testler için eta kare (n2) ve Pearson Korelasyon Katsayısı ( r ) kullanan tedavi müdahalenin etki boyutu hesaplanmıştır. ) parametrik olmayan testler için. İstatistiksel analiz için aktarımlık düzeyi .05 olarak alınmıştır.Araştırma sonuçları, sosyal bilgiler dersinde hikayeyi kullanan deneyleri, öğrencilerini eleştirel ve empatik düşünmeyi kullananların büyük ölçüde davranışlarını ve uygulanan müdahalenin etki yapısının yüksek olduğunu göstermektedir. Ayrıca öğrenci görüşü, etkileyici ve duyuşsal özelliklerin, dillendirmenin, empati, yorumlama, sonuç çıkarma, hızlı ve içeriği okuma, analiz etme, bilgi içeriği, çıkarma yapma, etkili yanıt verme, dinleme içeriği gibi zenginleştirilerek geliştirilebileceğini düşündürmektedir. hikayeli sosyal bilgiler dersi.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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Socio-discursive Interactionism (SDI) has offered a solid ground for inquiry in Applied Linguistics over the past decades, and it has enabled researchers to investigate different aspects of language teaching (BRONCKART, 2003; 2006; 2010; CRISTOVÃO; STUTZ, 2011; MAGALHÃES, CRISTOVÃO, 2018; among others). As English teachers, we claim that teaching this language can maintain or interrupt deeply forged social injustices (BRAGA; VÓVIO, 2015). Therefore, working from an SDI perspective implies the incentive to develop a critical conscience and awareness of textual and contextual features of the uses of language in a text. Therefore, this paper aims to present three studies from an SDI perspective that embraced similar themes and discuss how they converge in terms of their discussion on social vulnerability, social justice, and English teaching. We present some of the possibilities the SDI perspective poses for a language education that is socially responsible and encourages students to speak up. The results of the analysis show that there is fertile terrain for the development of Language Capacities (DOLZ; NOVERRAZ; SCHENEUWLY, 2004) when controversial issues such as social justice and social vulnerability are part of the activities designed for English teaching. Keywords: Social justice; social vulnerability; social projects; socio-discursive interactionism, English teaching.

The field of language teaching has undergone significant transformations, with advancements reshaping traditional methodologies and incorporating innovative techniques.The present study aimed to explore educators’ insights on a paradigm shift in English Language Teaching (ELT). The researcher adopted interpretivism as a philosophical ontology and subjectivism as an epistemology of the research paradigm as the researcher believes on the multiple views of the respondents. Here, the present research was based on the insights and experiences of secondary-level English teachers. The researcher selected three secondary-level English teachers from Rupandehi district using purposive sampling. Here,he prepared an interview guideline and interviewed the sampled teachers for in-depth information.The results reveal that English Language Teaching (ELT) has shifted from content-focused, authoritarian approaches to more student-centered methods, emphasizing skills such as communication, collaboration, and critical thinking. Teachers now act as facilitators, leading to improvements in classroom management, ICT integration, and continuous assessment.Professional development is prioritized, and new concepts such as 21st-century skills, global Englishes, and technological advancements are shaping the modern ELT.This study highlights key trends in traditional and modern ELT, making it useful for educators seeking to adapt their teaching strategies to current best practices. ELT practitioners, who want to enhance their expertise, can benefit from this study.

Traditionally, the field of English language teaching has conceptualised the ‘native speaker’ English language teacher as an ideal speaker, teacher, trainer and expert. In fact, the label ‘native speaker’ teacher communicates much more than simple information about linguistic ability in the field of English language teaching. In the opinions of several scholars (for example, Canagarajah, 1999; Holliday, 2005; 2006; Kubota, 2002; Pennycook, 1994; Phillipson, 1992), the label and its associated discourse reflect, not just the language proficiency of the ‘native speaker’ English language teacher, but a litany of opinions, practices and prejudices which have developed into a deep-rooted and extensively referred to ELT ideology. Indeed, Nayar (2002), in his analysis of hundreds of English language teacher comments posted on a website, concludes that the ‘native speaker’ is identified as a teacher who is in control, with all the answers, an authority on both grammar and universal acceptability, a representative of correct language, of sound thinking and, Nayar opines, even proper social behaviour in English. This same theme is continued by Holliday, who sees ‘native-speakerism’ as being so deeply embedded in TESOL that people are ‘standardly unaware of its presence and its impact’ (2005: 10). Indeed, ‘native speaker’ English language teachers have traditionally obtained employment and much influence in international educational institutions, with the discourse of their training becoming not only their own dominant professional paradigm, but also the dominant professional paradigm for many ‘non-native speaker’ English language teachers worldwide.

With the growing acknowledgment of schools as potential sites for making gender equity and gender justice and fairness possible, incorporating the gender perspective in education has become imperative. The field of English language teaching (ELT) has been part of this development as well with issues of gender and sexuality receiving considerable attention in the field. The present study contributes to this developing conversation by focusing on the possibilities and challenges of queering ELT, an area in the literature on diversity-focused ELT which has received relatively minimal attention. Using a qualitative survey of 20 English language teachers in a leading Philippine state university, the study investigates the teacher-participants’ notions of a queer-perspective ELT, their own queering practices in the classroom, and the difficulties posed by these practices. The findings of the study demonstrate that the teachers have positive views about queering ELT and, in fact, find it necessary for fostering an inclusive classroom and stimulating students’ critical thinking. However, the teachers also report the lack of models, their own limited knowledge of queer concepts, and possible resistance from stakeholders as challenges that ultimately need to be faced for a genuine integration of the gender, specifically queer, perspective in the field of Philippine ELT.

This study highlights the teaching practices of three white instructors—who addressed social justice issues in the context of their English for Academic Purposes (EAP) classes—to contextualize their pedagogy in relation to intersections of Whiteness and English language teaching. The study was conducted at a four-year private university on the East Coast in the United States, and data were collected over the course of a semester through observations, interviews with teachers, and document analysis. Using Social Justice Pedagogy (SJP) and Critical Whiteness Studies (CWS) as my frameworks for analysis, I suggest that white instructors’ remaining neutral on social injustices maintains Whiteness in the context of English language teaching. Implications are discussed for white EAP instructors who seek to engage emergent bilingual (EB) students in conversations about social justice issues and disrupt existing power dynamics of Whiteness and colonial legacies within English language teaching.

This study used library research research methods to investigate curriculum approaches in English language teaching in Indonesia. The purpose of this study is to identify curriculum approaches commonly used in English language teaching in Indonesia and to understand how these approaches shape teaching methods and strategies applied in language classrooms. In this study, the author conducted a comprehensive literature review of relevant literature, including textbooks, research journals, articles, and education policies related to English language teaching in Indonesia. The data collected were analyzed qualitatively to identify curriculum approaches commonly used in the context of English language teaching in Indonesia. The results of this study show that some curriculum approaches commonly used in English teaching in Indonesia include content-based approaches, communicative approaches, task-based approaches, and grammar-based approaches. The selection of this curriculum approach is based on the goals and objectives of the program, as well as the needs and interests of learners. In conclusion, in Indonesia, English teaching is influenced by various curriculum approaches, which shape the methods and strategies applied in language classes. The choice of curriculum approach in English language teaching depends on the goals and objectives of the program, as well as the needs and interests of learners. Different approaches can be used in combination to create a comprehensive and effective language learning experience so that language learners can easily master the language in a formal setting.

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.