Language Teaching In Schools Research Articles

Language teacher preparation, induction and retention: unpacking two decades of research

ABSTRACT Language teachers come from diverse and multilingual backgrounds. This also generally characterises preparation programmes that have been developed to prepare elementary and secondary school language teachers for increasingly globalised, pluralistic, interconnected classrooms. Despite variations, there is value in attempting to identify common denominators in research related to the preparation of such teachers. This paper surveys 20 years of research published in journals focusing on language learning and teaching. Content analysis and thematic analysis was performed to generate salient categories related to language teacher preparation, induction and retention. Five key themes emerged: reflective practice and its role in preparation programmes and induction; ongoing formal and informal support in the early years of teaching; teachers’ beliefs and their identity; pedagogical and content knowledge; and the sociocultural context of teaching. Despite the focus on journals devoted to language learning and teaching, findings overwhelmingly related to teacher preparation in general. We discuss these findings and then offer suggestions specifically for school L2 language teacher preparation, induction and retention with an emphasis on early career teachers. Such recommendations can guide language teacher preparation programmes as well as the professional trajectory of teachers in the field, ultimately increasing the chances of retention in the long term.

PROTOCOL: Language of instruction in schools in low- and middle-income countries: A systematic review.

To address the evidence gap in making effective language of instruction (LOI) decisions, we propose a systematic review of the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in low- and middle-income countries (LMICs). Grounded in a multidisciplinary theory of change (ToC) describing what factors link LOI choices and literacy outcomes, we will gather, organize, and synthesize the evidence on the specific role of the three LOI choices described in the ToC (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) and its impact on literacy and biliteracy outcomes. We will focus our systematic review and meta-analysis only on quantitative and qualitative intervention studies from LMICs as these have the highest relevance for decision making in multilingual LMIC contexts. We will also only include languages that are relevant and commonly spoken in LMICs. For example, we will likely include studies that examine Arabic to English transfer, but not Arabic to Swedish transfer.

Investigating Palestinian in-service teachers' beliefs about the integration of information and communication technology (ICT) into teaching English.

The purpose of this study was to look into how Information and Communication Technology (ICT) is used in teaching English language from the point-of-view of English language teachers in Palestine. A quantitative approach was employed to collect data from 780 language school teachers from 260 schools who participated in a course project utilizing ICT in English as a Foreign Language teaching (TEFL). These participants responded to a questionnaire survey about the effects of the Covid-19 epidemic on language education and how they dealt with these. We statistically analysed the responses through four domains: the use of ICT in students' lives; the use of ICT in education generally; the use of ICT to support learning and teaching in EFL; and teachers' perceived skills for using ICT in education. Results indicated that English language teachers in Palestinian public schools believed that ICT has clear potential to support the learning of English, but that there remain barriers to its implementation. Teachers feel equipped to use ICT but would like to see a greater emphasis on training in order to maximise their teaching.

Effect of Corrective Feedback on the Development of Vocabulary in the Acquisition of Second Language at Secondary Level

Effect of corrective feedback on the development of vocabulary in the acquisition of second language at secondary level was the main purpose of this study. The study utilized an experimental design, specifically a (pre-test post-test equivalent group design). Sample consisted of 30 students in each group, selected on their pre-test scores. Experimental group received corrective feedback during an eight-week period, while the control group followed the same lessons but with the conventional teaching. Results also indicated that application of corrective feedback strategy was beneficial for the vocabulary development of experimental group contrarily to control group. These findings implied that integrating ‘‘corrective feedback’’ a type of feedback in language teaching practices can effectively enhance students' language proficiency in public sector schools in Khyber Pakhtunkhwa. Therefore, the study recommends that language teachers in public sector schools in Khyber Pakhtunkhwa should adopt corrective feedback strategies into their teaching practices to improve their students' overall language proficiency, including vocabulary development.

Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An Ethical Analysis.

The behavior analytic literature on neurodiversity remains limited. This article aims to begin filling the lacuna. We will introduce the neurodiversity perspective and demonstrate an important congruence between the behavior analytic and neurodiversity perspectives on autism. Despite this congruence, applied behavior analysis is often targeted for criticism by proponents of the neurodiversity perspective. A central concern raises questions about the aims of behavior analytic interventions for clients with autism. Is it appropriate to teach clients with autism to behave as if they were neurotypical? Concerns about the aims of behavior analytic interventions mirror concerns that have been raised about the aims of language education in schools. Drawing on the literature regarding linguistically diverse classrooms, we will critically evaluate the abolitionist neurodiversity critique of ABA. We conclude by considering both concrete and theoretical implications for the ethics of behavior analytic work with autistic clients.

The Effect of Socio-Cultural Factors on English Language Learning and the Impact on SSCE Results: The Case of Private vs Public Secondary Schools in Kano, Nigeria

This paper investigates the effect of socio-cultural practices on the English Senior School Certificate of Education (SSCE) results in public and private secondary school students in Kano, Nigeria. Using a case study approach, we explore whether socio-cultural practices might have influenced or constrained student performance in English SSCE results. This case study involves ten (10) participants from ten (10) secondary schools. An open-ended questionnaire was administered to all participants; findings revealed that teaching-related facilities in public secondary schools are not sufficiently available, unlike private schools. Furthermore, findings also indicate that the teacher-student ratio in public secondary schools is higher than in private schools. Students’ attitudes towards learning English language, including the use of social media, has also influenced the English SSCE results. Likewise, the schools’ socio-cultural practices affect the students’ performance in English SSCE exams. It is strongly recommended that the recruitment of additional English language teachers in public schools, and the establishment of more public schools aimed at improving the teacher-student ratio be employed. This would likely provide more active and interactive sessions for students, as well teachers. There is also a need to provide sufficient teaching and learning facilities and equipment in public schools, such as chairs, tables, fans, air-conditioning units, textbooks, computers, projectors, and so on. Public-school stakeholders should encourage the use of English language in English classes.

Translanguaging in Bilingual Deaf Education Teacher Preparation Programs

Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the learners bring. Like many other teacher education programs, some Deaf education teacher preparation programs have adopted assimilationist ideologies, subtractive approaches to bilingualism that focus on only the majority hearing language, English, or the majority Deaf people’s language, such as ASL. Embracing translanguaging improves the implementation of bi/multilingualism in Deaf education by empowering the learner and the teacher to work through these challenges of language deprivation and minority languages in classrooms with Deaf learners. The current article reviews the literature and draws from translanguaging theory and practices, biliteracy, and Crip linguistics to discuss how Deaf education teacher preparation programs can support future teachers in implementing translingual knowledge, skills, and disposition and avoiding linguistic neglect in Deaf learners. In addition, the article will focus on how teachers can value and support the acquisition of all languages beneficial for bi/multilingual Deaf learners to overcome language deprivation and challenges in school.

Investigation of English Language Needs of Trainers of Garment and Apparel Fashion Technology

In Ethiopia, English is given as a course starting from elementary school to higher education. Besides, it is the medium of instruction starting from secondary education. Even after receiving more than ten years of formal English language education in school, the students still remain inadequate in their ability to use the language and to comprehend its use in interaction both in verbal and written mode. The graduates of Ethiopian Technical University who become trainers in technical and vocational education and training (TVET) Colleges are expected to prepare teaching learning materials, provide training, conduct researches in their field of study, present project works and so on. In addition to field area knowledge, these tasks demand English language ability in order to execute their jobs successfully. Thus, this study was conducted to analyze the English occupational needs of garment and apparel fashion technology trainers. The findings reveal that the important English language macro-skills in workplace setting are writing, speaking, listening, and reading in descending order. The trainers have more gaps on speaking, and writing skills than the other two skills. The sub-skills are also identified and prioritized in relation to the four macro language skills; therefore, the most important sub-skills from each of the four macro-skills presented here. The three most important speaking sub-skills are giving lectures, giving oral presentation, and participating in pair/group discussions. From the writing skills writing operation sheet, writing project proposals, and writing information sheet are the first three most important sub-skills. Based on the findings, it is recommended to design an English course considering the relative importance and difficulty of English macro-skills and sub-skills. In addition, it is necessary to consider the trainees’ learning preferences when designing an English course in order to improve trainers’ language ability which makes them more effective on their job.

Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools

Previous research has identified positive impact of professional development (PD) on teachers’ self-efficacy. Yet, there is scant research into the potential relationships between second language (L2) teachers’ self-efficacy and PD. Furthermore, the participants of these studies were limited to English as a foreign language (EFL) teachers, and PD was studied only in the form of short-term programs. There is a strong need to investigate how ongoing PD may interact with the self-efficacy development of teachers of other foreign/second languages. To further the research endeavor, this study adopted an explanatory sequential mixed-methods design to examine self-efficacy in the application of professional standards and PD activities and needs of Chinese language teachers in North Carolina secondary schools. The study collected quantitative data from an online survey and qualitative data through interviews. The quantitative survey results informed the qualitative interview protocol design and the purposeful sampling of interviewees. The quantitative findings indicate that teachers’ self-efficacy was significantly predicted by their perceived PD benefits and self-reported PD support, but teachers’ PD needs were not found to be significant predictors of their self-efficacy. The qualitative findings identified regular critical reflections, active involvement in the professional community, and various sources of PD support as important contributors to teachers’ self-efficacy development. Implications of the study for teacher educators, stakeholders and researchers are also discussed through analysis of the integrated findings.

Beyond the Concept of Method: Up-to-date School Language Teachers

Prospective teachers are crammed with a good number of teaching methods while doing their courses in colleges or universities. All these methods theoretically valid. However, once teachers commence their journeys and get a room in practical classrooms, one can observe that no particular method is executed wholly, and in some circumstances these methods are not functioning well in one particular classroom or on a particular learner as every classroom is unique and every learner is unique. Teachers need to develop their own theories to be practised in classrooms as most of the proposed widespread theories and methods of teaching have been developed by professionals in their labs or universities settings, and who might never pay a visit to a classroom, especially at school level. The present paper is in response to the current affairs caused by the pandemic, Covid-19 and urges teachers in their classrooms to adopt a holistic approach to successfully manage what is happening in their classrooms or online teaching. The Covid-19 (January through September 2020) was an evaluative test to many teachers and institutes. Upon the announcement of spread of this particular pandemic, almost all schools and universities in many countries felt like paralysed, shut their classrooms and halls and even suspended the exams. Technology as a medium of teaching should have been employed from the very beginning of Covid-19 period, but teachers and institutes were not well-prepared for such a case and many could not dare to teach using online platforms. Succeeding to deliver smooth and fruitful classes in this period of time will have a positive effect in the post-covid-19 time in which a perfect blend between classroom and online learning-teaching will be practiced with ease and maximise the outcomes among learners.

CONSIDERATION OF SOCIAL SEMIOTICS IN THE SELECTION OF LEARNING MATERIAL AS PRINTED-BASED LITERACY FOR ELT TEACHER IN 21ST CENTURY SKILL

Social semiotics is the study of a group of objects, events, culture, and so on in society as a sign with a specific meaning. This is extremely beneficial when it comes to the selection and production of educational materials in schools for 21st century skill. This study aims to describe the urgency of social semiotic considerations in the selection of learning material as printed-based literacy in English language teaching in schools for 21st century skill. This study used a qualitative method research. The subjects of this study were English language teachers in Riau. The data obtained in the form of the results of filling out a questionnaire in the form of choices and short answers in accordance with the objectives of this study. The data collection technique used is a questionnaire via Google form. This study uses qualitative in analyzing the data obtained. Based on this research, the researcher found that the need for consideration of social semiotics in the selection of learning material as printed-based literacy in English language teaching is very necessary. The biggest difficulty is applying social semiotics as a way of making learning material as printed-based literacy in learning English later. However, the textbook still does not use social semiotics learning material as printed-based literacy in English learning. Therefore, the six language components in social semiotics are needed. With the existence of the six language components in the study of social semiotics, it is hoped that teachers will find it easier to select and make learning material as printed-based literacy in the school environment

Sex-based Learning Approach: Innovation in Teaching English Pragmatics in Single-sex Education

What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.

Metacognition in Teaching of English Language Teachers in Bhutanese Secondary Schools

Metacognition in Teaching of English Language Teachers in Bhutanese Secondary Schools

Challenges Faced by English Language Teachers at Primary Level in Public Sector Schools: A Case Study

This study was aimed at the investigation of issues faced by the teachers in ELT classes. Primary objective of the study was to bring in light the challenges faced by English language teachers in government primary schools of Abbottabad. Other objectives included the highlighting deficiencies in teachers’ professional training, classroom environment and similar other issues adversely affecting the performance of English language teachers in the classrooms. Another important objective was to highlight issue related with students and their parents which ultimately become challenge for the teachers in classrooms. The study was delimited to only English language teachers who teach the subject of English to 5th class in government primary schools of Abbottabad. In its nature, it was a survey based descriptive and exploratory research. Sampling technique adopted in the study was purposive in the selection of circles and random sampling in the selection of respondent teachers. Instrument used for data collection was a questionnaire prepared under the supervision of the experts. Data calculated was analysed and provided in figures for presentation. A number of interesting findings came forth in the study which led to the conclusion that challenges faced by English language teachers in the classroom are multi-dimensional depending upon a number personality, family, school management and community related variables. The researcher suggested a multi-facetted and multi-level strategies to cope with these challenges adopting an integrated approach inclusive of teachers, parent, school administration, district administration and the target community.

Pedagogical Barriers of Teaching English Language at Kurdish Schools

This case study sheds the light on the pedagogical barriers that English language teachers encounter during the process of teaching English language; in addition to the most effective methods of teaching English language in middle schools in Erbil. The researchers investigate the obstacles that English language teachers face in the process of teaching English language along with the methods that are implemented by the English language teachers. For testing the hypothesis, a close-ended questionnaire was given to 20 English language teachers in middle schools in Erbil. The questionnaire aims at finding the barriers that English language teachers encounter, in addition to the most used method for teaching English language in the middle schools. The findings of the study illustrate that English language teachers experience serious problems in the process of teaching English language that prevent them from implementing the most effective teaching methods.

“Their Greek goes to waste”: Understanding Greek heritage language teachers’ language ideologies and instructional practices

Framed within critical poststructuralist sociolinguistics, this narrative study sheds light on the language ideologies and practices of eight Greek heritage language (HL) teachers in Greek schools in Montreal and Toronto. Examining the teachers’ ideologies and practices is important, as they can either engage or alienate HL learners. Engaging HL learners is significant, because for many of them the Greek school is their only opportunity to use the language. Language portraits, written tasks, and semi-structured interviews were used to collect data, which were then analyzed narratively and thematically. The findings suggest that the teachers’ attitudes towards students and practices are largely shaped by their monolingual ideologies. The need for targeted teacher training is highlighted, to ensure that HL teachers are equipped to accommodate all their students’ needs.

Language Revitalization and the Classroom: Video Workshops at an Elementary School in Miyakojima

This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of Miyakoan to the younger generation will be sought in the school domain. There are three guiding research questions: (1) what pedagogy might suit language revitalization, (2) how the school can accommodate this educational goal, and (3) will this educational plan raise pupils’ awareness to learn about the Miyakoan language. First, this paper will review the current direction of Indigenous languages in Japan at the macro socio-historical level. Second, the micro-educational practice will be reported and analyzed. From this micro-educational practice, the role of the school in the community is indicated to become a domain for language revitalization to raise the pupils’ awareness of the local endangered language. The findings also suggest an approach forging the ‘mainstream’ education and pedagogy for language revitalization. Since language transmission is only partially conducted at home in Miyakojima in the 21st century, heritage language education in schools will be essential for revitalizing the language and cosmology of Miyakojima.

Linguodidactic potential of semiotically heterogeneous texts in teaching Russian to Kazakh schoolchildren

The authors characterize functioning of semiotically heterogeneous texts in the methodology of teaching the Russian language. Traditional methods of applying semiotically heterogeneous texts in the educational process are still important, but at the same timeit is necessary to transform the scientific approaches to analysing the problems caused bythe reflexive nature and situational variability of digital content in education. The aim ofthe work is to identify and describe the linguodidactic potential of semiotically heterogeneous texts used in Russian language classes in Kazakhstan schools. Methods of comprehensive theoretical analysis of scientific and educational literature on semiotically heterogeneous texts, as well as observational method of studying and summarizing the pedagogical experience of Russian language teachers in Almaty schools were used. The printed semiotically heterogeneous texts from the series of textbooks on the Russian language and literature ofthe Kazakh language school (7th, 8th, 9th grades), as well as the video clips of literary miniatures by E. Posashkova on Youtube channel were chosen as the sources for the study material. It was proved that the linguodidactic potential of semiotically heterogeneous texts is disclosed on the basis of a system of special tasks and exercises. The authors’ method of analysing semiotically heterogeneous texts in Russian language classes in Kazakhstan schools is offered. Their linguodidactic potential aimed at memorizing the main content of the text, developing the skills in the main types of speech activity and language aspects, influencing the students’ imagination, emotions, subconsciousness, ensuring the productivity of communication in the new information and communication environment is revealed. Prospective for the study is the study of the functional load of variative components of semiotically heterogeneous texts, their hypertextual connections and implementation in teaching Russian in Kazakh schools.

Effects of Explicit Reading Strategy Instruction on Grade 9 Students’ Achievement in Reading Comprehension

The main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction.

Ecdysis for globalization: ESP in Japan today

AbstractThe Japanese are often made fun of for their lack of ability to use other languages, especially English. This article will suggest some reasons for this and then go on to describe various efforts being made to improve English education in Japan. One of these has been the application of an ESP (English for specific purposes) approach to the teaching of specific language registers. Various examples are presented to show how ESP concepts can be applied from secondary school to graduate school language education. These efforts should result in an ecdysis that produces Japanese who can use English for specific purposes according to their communicative needs.