Rethinking Inclusion

This study sought to determine the level of anxiety towards English language learning of the students of Isabela State University, Ilagan Campus. The researchers used the descriptive design since the aim was to describe the level of the students’ anxiety towards English language learning. The standardized questionnaire for anxiety developed by Horwitz et al. (1986) was used           in this study. The findings revealed that the respondents’ level on the different areas of anxiety in learning the English language namely: communication anxiety, oral test anxiety, fear of negative evaluation, anxiety of English classes is moderate. Further, the results showed that sex is a variable that does not affect the students’ level of anxiety in learning the English language in terms of their anxiety in communication and in their English classes. However, in terms of their fear of negative evaluation and oral test anxiety; their sex has significant effect and it is prevalent to those who are female students. The level of anxiety of the students in English Language does not significantly influence the academic performance of the students. References Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855. Andualem Desta, M. (2019). An investigation into English foreign language learning anxiety and English language performance test result: Ethiopian University students in focus. International Journal of Research in English Education, 4(4), 83-100. Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21. Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1). Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 1-15. Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62. Gerencheal, B. (2016). Gender Differences in Foreign Language Anxiety at an Ethiopian University: Mizan-Tepi University Third Year English Major Students in Focus. Online Submission, 1(1), 1-16. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Jugo, R. R. (2020). Language anxiety in focus: The case of Filipino undergraduate teacher education learners. Education Research International, 2020. Khan, S. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Department of Applied            Advances in Language and Literary Studies. ISSN: 2203-4714, Vol. 6 No. 6; Australian International Academic Centre, Australia. Retrieved July 22, 2021. Retrieved from http://files.eric.ed.gov/fulltext/EJ1127504.pdf Knell, E., & Chi, Y. (2012). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41(2), 5. Krashen, S. (1998). Comprehensible output?. System, 26(2), 175-182. Liu, D. (2015). A critical review of Krashen’s input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139-146. MacIntyre, D.,  &  R.C.  Gardner.  (1991a).  Language  anxiety:  Its    relationship  to  other  anxieties  and  to  processing  in  native  and  second  languages.  Language Learning 41: 85-117. Marcos-Llins, M., & Garau, J., M. (2009). Effects of Language Anxiety on Three Proficiency-Lvel Courses of Spanish as a Foreign Language. Foreign Language Annals, 42(1), 94-111. http://dx.doi.org/10.1111/j.1944-9720.2009.01010.x Özer, S. (2020). The predictiveness of students’ attitude and motivation on their achievement in ESP classes: The mediating role of anxiety. Raju, N., & Joshith, V. P. (2018). Krashen’s theory of second language acquisition: A practical approach for English language classrooms. International Journal of Innovative Knowledge Concepts, 6(12), 179-184. Razak, N. A., Yassin, A. A., & Maasum, T. N. R. B. T. (2017). Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students. English Language Teaching, 10(2), 73-85. Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68-74. Sadiq, J. M. (2017). Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia. English Language Teaching, 10(7), 1-7. Said, M. M., & Weda, S. (2018). English language anxiety and its impacts on students’ oral communication among Indonesian students: a case study at Tadulako University and Universitas Negeri Makassar. TESOL International Journal, 13(3), 21-30. Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language learning, 58(4), 835-874. Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English made in Brazil, 2(2), 2007. Soriano, R. M. (2017). SILENCE SPEAKS A THOUSAND WORDS: STUDENTS’PERSPECTIVE ON CLASSROOM LANGUAGE ANXIETY. QSU Research Journal, 6(1), 1-1. Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland. Tosun, B. (2018). The title of your paper: Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. 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This study aimed to explore the relationship between English language education policy (ELEP) and teacher effectiveness (TE) at grade three senior high schools (G3SHS) in Mashhad, Iran. To this end, the English Language Policy Inventory (ELPI) designed and validated by Khodadady, Arian, and Hosseinabadi (2013) and English Language Teachers’ Attribute Scale (ELTAS) developed and validated by Khodadady, Fakhrabadi and Azar (2012) were administered to 48 teachers of English as a foreign language (EFL) and their 1072 EFL learners. The correlational analysis of results showed that the two ELEP and TE domains correlated significantly with each other. The same analysis revealed significant relationships between Harmonic Curriculum, International Interaction, Internationalizing Native Culture, Methodological Development, International Understanding, All-Compassing Improvement and Functional Organization genera of the ELPI and Qualified, Social, Stimulating, Organized, Proficient, Humanistic and Self-Confident genera of the ELTAS. The findings are discussed from both theoretical and empirical perspectives and suggestions are made for future research.

The aim of this study was to conduct a comparative analysis of topics on inclusive education and Specific Learning Difficulties (SpLDs) provided in initial and continuing training opportunities for English language students and teachers in Canton Sarajevo in Bosnia and Herzegovina. The study follows a convergent mixed methods design with an explanatory nature. A questionnaire was used to gather both quantitative and qualitative data on student and teacher views about training in inclusive education and SpLDs at the English Department of the University of Sarajevo and the formal English language teacher professional development programs in Canton Sarajevo. The results suggest that teachers are exposed to more topics on inclusion and SpLDs in their professional training compared to students and potential future English language teachers in their initial training, with a focus on strategies of reflective practice to inclusive language teaching and language learning processes of students with SpLDs.

The glocalization of the English language has produced various indigenized English varieties, posing a challenge to the conventional monolithic view of English, particularly the traditional practice of upholding Inner Circle English as the gold standard in English language teaching (ELT). Against this backdrop as well as the current gigantic size of English as a foreign language (EFL) education in China, a large scale study was conducted via questionniare suvery and interview to investigate the attitudes of Chinese ELT stakeholders toward different English language varieties. This article reports on part of the findings of this study based on the data collected through semi-structured interviews with 26 students, 14 teachers and eight EFL program administrators from six Chinese universities. The analysis of data reveals that the three participants groups as an entirety regarded Inner Circle English as being (more) standard, authentic and intelligible, and upheld this English variety as the teaching model and learning target. The vast majority of the participants were also found uncognizant of the discrimination against Outer and Expanding Circle English initiated by the promotion of Inner Circle English in English language teaching (ELT). Although a certain proportion of the teachers and administrators displayed critical awareness on this issue, they argued that the discimination is inresitable or inevitable. All these findings indicate the prevalence of the conventional pro-nativeness ideology among Chinese ELT stakeholders and by extension the tenacity of native-speakerism across the terrain of EFL education in China. Keywords : attitudes, Chinese ELT stakeholders, English language varieties, teaching/learning model, linguistic discrimination DOI: 10.7176/JLLL/70-07 Publication date: July 31 st 2020

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms.
 In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors.
 Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

Becoming a professional English language teacher is a challenge in Mozambique, as it moves beyond a simple teacher training process and acquisition of language tools for teaching. In Mozambique, English language teachers are trained in universities to attain Honour’s Degrees in English language teaching. Indeed, this is happening in all the provinces with less control and intervention of the National Council for Quality Evaluation. Achieving academic levels, obtaining certificates for contracts, and access to employment in the education sector are the main goals for many English language teachers. Thus, this paper is a critical analysis of the English language teacher professionalism in Mozambique, considering English as a foreign language used in several contexts, such as: universities, secondary schools, embassies, public and private institutions. Therefore, professional English language teachers play an essential role in the teaching and learning process and communication through the English language. The National Accreditation and Assessment Council (NAAC) in India and the Commonwealth of Learning in Canada (COL) Document (2007) and review of the professionalism of the English language teachers from Richards’ perspectives (2003, 2011, 2021) constitute the framework for the development of critical analysis of the current English language teacher professionalism in Mozambique. This study's qualitative approach was chosen based on discussions and reviews of several authors who have written about the professionalism of language teachers and English language teachers specifically. Practical examples and current praxis of professionalism are contextualised and brought out for solid suggestions and further improvements on the English language teacher competences and praxis. The discussions found out that a clear benchmarking and English language teacher training framework can help the teacher trainees to perform professionally and competently during and when they start teaching in the schools and become professionals not only in Mozambique but in countries where English is learnt as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0773/a.php" alt="Hit counter" /></p>

Since 2004 the Colombian Ministry of Education has been implementing the Programa Nacional de Bilingüismo (PNB) with the goal of having bilingual high school graduates in English and Spanish by 2019. However, implementation of the PNB has been criticized by English Language Teaching (ELT) specialists in the country who say, among other things, that the PNB introduced a discourse associated exclusively with bilingualism in English and Spanish. This study analyzed interviews with 15 participants of a public school of the Colombian Escuela Nueva, a successful model of community-based education that has begun a process of internationalization, regarding the participants’ perceptions of foreign language education and the policies of the PNB. Six students, five teachers, and four administrators were each interviewed twice using semi-structured interviews. To offer a critique of the PNB, this study tried to determine to what extent the school implemented the elements of Responsible ELT, a model developed by the researcher incorporating the concepts of hegemony of English, critical language-policy research, and resistance in ELT. Findings included the following: (a) students and teachers saw English as the universal language whereas most administrators saw English imposed due to political and economic reasons; (b) some teachers misinterpreted the 1994 General Law of Education mandating the teaching of a foreign language as a law mandating English; and (c) some teachers and administrators saw the PNB’s adoption of competence standards based on the Common European Framework of Reference for languages as beneficial whereas others saw it as arbitrary. Conclusions derived from this study of this Escuela Nueva school were: (a) most participants found the goal of the PNB unrealistic; (b) most teachers and administrators saw the policies of the PNB as top-down policies without assessment or continuity; and (c) teachers and administrators mentioned a disarticulation between elementary and high school ELT policies that may be discouraging students in public schools from learning English. Thus, this study suggests that the policies of the PNB may be contributing to English becoming a gatekeeper for higher education and employment thereby becoming a tool for sustaining inequality in Colombia.

Today, English has become a global language and the teaching of it as a foreign or second language has become increasingly challenging. China, the world’s most populous country, has a significant English language learning population and has attracted the attention of researchers who are at the frontier of English language education. Although extensive research has been carried out on English language teaching and learning in China as whole, no single study exists which adequately covers English language education of ethnic minorities, especially Tibetans, and other less numerous ethnic minorities generally located in the Southwest of China. English is a recent addition to the curriculum for Tibetans. Their English level is regarded as being basic, and they are underrepresented in higher education compared to Han students in the People’s Republic of China. Therefore, maintaining the quality of English Language programs, and English teachers who understand students’ cultural backgrounds and use appropriate teaching approaches are crucial for Tibetan students in their quest to access and become proficient in the English language. Access to such programs and teachers, and the higher level of English that they enable, will improve Tibetan students’ access to higher education, and will also improve English language education in Tibet as whole. This qualitative research project investigates the elements of a quality English as a Foreign Language program for Tibetan students in the People’s Republic of China. It presents the elements that constitute a quality English as a Foreign Language program and the elements involved in the implementation of quality English as a Foreign Language teaching and learning in this program as evidenced in the data from semi-structured interviews with three teachers and six students, classroom observations, and the English Language Program document analysis.

Nigeria is still struggling to attain quality in its education due to poor funding to the sector. There are known factors suppressing the actualization of quality education in the country which includes; dilapidated facilities and lack of commitment of stakeholders in maintaining and innovating them, very poor funding and management as well as bad governance. Teaching and learning English language are also affected by these factors. This This study seeks to identify the problems militating against the teaching and learning of English language, it also analyzed the implications of these problems on the performance of junior secondary school students in English language in Awka South local government area of Anambra State. The research adopted a descriptive survey research design in addressing the research problem in the study location. A total of 250 respondents constitute the research population (comprising 200 junior secondary school students and 30 English language teachers purposively sampled from 10 junior secondary schools). Data were collected using a self-designed questionnaire. Descriptive statistics were used to analyze the data collected from the field. Results from the study findings reveal that too much work load, poor teacher’s welfare, inadequate facilities, lack of proficient teachers, poor school management, overcrowded classrooms are negatively associated with the effective teaching of English language in the study location. The research concluded that inadequate funding has significantly contributed to the poor teaching of English language in Awka South local government area of Anambra State. Based on the results from the study findings, this research recommends that government at all levels and stakeholders in private sector should employ more teachers, implement good teachers’ welfare program and funds, provide sufficient facilities and resources, encourage the use of English language by providing more scholarships, training and competitions programmes for both teachers and students. Also, there is need for English language teachers to be engaged in professional development, attending trainings, and deploy the best methods in teaching English language.

While general and special education teachers’ sentiments, attitudes, and concerns about inclusive education have been extensively researched in recent years, little is known about English language teachers’ views on inclusive education. This is a critical research gap, as students with disabilities can face many unique barriers to learning a foreign language compared to other subject areas, and teachers’ views on inclusive education impact their ability to teach inclusively. However, many English language teachers have reported feeling unprepared to teach students with disabilities. Using postsecondary English language teachers in Japan as a case, the present research employed a modified version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R; N = 239). Respondents had a generally positive view of including students with disabilities in their instruction but were concerned about lacking knowledge and skills to teach inclusively and giving appropriate attention to all students in an inclusive classroom. Predictive factors included previous interactions with people with disabilities and inclusive practices self-efficacy, though both were overshadowed by the relationship that participation in pre- and in-service training to teach students with disabilities had with teachers’ views. The results have implications for how to best prepare English language teachers to teach inclusively, particularly as pertains to in-service training.

This article explores how globalization restructures Intercultural Communicative Competence (ICC) with the growing use of English Language Teaching (ELT) in Nepal. With rapid globalization, the aim of language teaching has shifted from communicative competence to ICC. The objective of this study is to explore the impact of globalization on ICC and ELT by employing a qualitative literature review related to globalization utilizing secondary sources. With the rise of Westernization, it evaluates the inclusion of ICC in ELT curricula, suggesting strategies to balance local and global preserving their linguistic identity. It concludes that globalization has a long-term effect on Nepal’s socio-cultural dynamics which stresses the students to be proficient in ICC and ELT because English has become a global lingua franca and a carrier of culture as well. It also analyses the challenges and opportunities that have been brought about by globalization in ELT in Nepal. As Nepal is interconnected globally, it is significant to analyze how globalization redefines the English language learning and teaching process and how it is connected with the ICC of the learners. It further analyzes how globalization offers a more inclusive approach to language teaching which integrates cultural awareness into the curriculum. It concludes with curriculum reformation and teacher training by equipping the skills to navigate cultural plurality. Finally, it emphasizes to integrate ICC into ELT in developing global communicative skills, and promoting local cultural and linguistic traditions despite the risk of westernization and cultural homogenization in ELT in Nepal.

Native-speakerism, an established chauvinistic ideology in the realm of English language teaching (ELT), has been encountering academic and institutional challenges in the past few decades. However, it remains underexplored whether – if so, to what extent – English as a foreign language (EFL) education in China is still affected by this ideology. This study adopts Critical Discourse analysis (CDA), particularly its discourse-historical approach (DHA) as a theoretical guideline to explore this issue by investigating the attitudes of three categories of Chinese ELT stakeholders – students, teachers and administrators – toward Native-speakerism in four interrelated thematic dimensions of ELT to do with teachers, English language varieties, cultural orientations and teaching approaches respectively. Data were collected through questionnaire surveys and interviews from 817 non-English-major undergraduate students in different disciplinary areas, 68 College English (CE) teachers and eight CE program directors of six universities in a province located in North China. Data analysis indicates that the three participant groups, as an entirety, granted a prestigious status to native English speaker teachers (NESTs), particularly Anglo-American Caucasians, Inner Circle English, Inner Circle culture and teaching approaches rooted in Inner Circle countries, inter alia, the communicative language teaching (CLT) approach. Meanwhile, most of the participants expected White NESTs for classroom teaching and upheld Inner Circle English as the learning/teaching target. Although expressing the desire to incorporate into ELT Outer and Expanding Circle cultures, especially traditional Chinese culture, and the conventional teacher-centered teaching approach of China, the participants took them merely as a supplement to Inner Circle culture and CLT. Furthermore, they asserted that offering higher salaries and greater respects to NESTs is not discriminatory, as is prioritizing Inner Circle linguaculture over its Outer and Expanding Circle counterparts. It was also felt that promoting CLT entails no prejudice against the traditional education culture of China. The reasons that most of the participants stated for their endorsing the nativeness principle in these four dimensions of ELT resonate with the conventional Native-speakerist ideology that valorizes Inner Circle English and the education culture of the English speaking West. In addition to these shared standpoints, some inter-group differences were located among the participants. All these findings are indicative of a strong pro-nativeness mentality among the three participant groups, elucidating therefore that EFL education in China is still affected severely by Native-speakerism. Also represented in these findings are the lingering effects of the imbalanced historical-present relations between China and Inner Circle countries as well as the concomitant pro-nativeness ELT policies of China. While exposing the ideological terrain of China’s EFL education, this study has implications for relevant future research and for those who are engaged in ELT to take measures to resist Native-speakerism.

The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analyzed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners’ attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned.

This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom strategies and educators’ enthusiasm toward teaching. The central research questions explore how licensing impacts teaching performance and motivation, and what implications this has for job satisfaction among English language teachers. An explanatory sequential mixed-methods design was employed. In the first phase, quantitative data were collected through a structured questionnaire administered to 1,084 English language teachers across Saudi Arabia. In the second phase, in-depth interviews with ten teachers were conducted to enrich and explain the survey findings. Results revealed a generally negative perception of professional licensing, with most teachers reporting minimal impact on their teaching practices and motivation. Only teachers aged 41–50 showed a statistically significant positive response. Financial penalties linked to licensing were found to reduce intrinsic motivation. The study highlights a misalignment between the intended purpose of licensing and teachers’ perceptions of its value. It recommends decoupling licensing from salary-related consequences, enhancing communication about its benefits, offering targeted professional development, and providing more frequent and flexible assessments. These steps may foster a more positive attitude toward licensing and improve its effectiveness in supporting educational quality.

The development of English language instruction ought to align to a well-established educational system that aims to produce students with proficient English language skills. Pesantren, which are educational a institutions that are well-known for their capacity to provide high-quality English language instruction, serve as an illuminating study in this context. This study investigates the goals, practical implementations, and challenges associated with English language instruction in pesantren. In this study, researchers used triangulation to boost the validity and reliability of the findings in investigating English language instruction in pesantren. By combining several data sources, such as document analysis and a semi-structured interview, researchers may construct a cohesive and comprehensive picture of the research subject. Additionally, it investigates the intricate relationship between the various factors that influence students' command of the English language. English language teaching and learning in pesantren operate in a multifaced practices, with each component fulfilling specific roles and functions that are tightly aligned with the overarching goal of English learning. Since each component fulfills a different set of roles and functions, students are able to not only acquire the necessary linguistic competence but also develop effective communication skills, which enables them to flourish in the interconnected and globalized world of today. The interdependence of all facets of teaching English as a foreign language is painstakingly orchestrated, and institutional conditions provide a stable and dependable foundation for this. This study sheds light on the complexities of English language instruction in pesantren and emphasizes the importance of continuous reflection on the purpose of English by examining these key aspects.