Language Practicum Research Articles

A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices

ABSTRACT Numerous action research studies have investigated in-service teaching and learning. Still, there has been a lack of collaborative inquiry into the ‘here-and-now’ pre-service teaching practicum experiences. This study adapted the Critical Participatory Action Research (CPAR) framework as a pedagogical strategy to a five-phase Teaching English as a Second Language (TESL) teaching practicum over four months. This article explores the extent to which the CPAR framework can be accommodated and discusses its potential to empower and educate practitioners during the practicum. First- and second-person inquiries, drawing on practice architectures, observations, and sharing sessions, were adopted for exchanging individual and collective voices. Findings suggest that the flexible and adaptable nature of the CPAR framework facilitated a collaborative spiral inquiry process. This process involved iterative back-and-forth phases of identifying key issues in each phase, planning measures, taking actions to address challenges, and reflecting on post-actions through collaborative efforts within public spheres. These spheres functioned as open, communicative, and safe spaces, empowering student teachers, cooperating teachers, and the university supervisor to collaboratively exchange and reflect on our voices. This collaboration ultimately transformed the initially linear Planning → Action → Observation → Reflection process into dynamic, iterative interactions across the Planning ↔ Action ↔ Observation ↔ Reflection phases. This transformation fostered collective reflection, unforced consensus, and shared decision-making, addressing real-life teaching challenges by deepening understanding, driving meaningful change, and promoting equitable practices. The adapted CPAR framework cultivates educators who promote inclusive practices and make productive decisions, resulting in a more sustainable pre-service practicum program.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

БЕЗПЕРЕРВНІСТЬ ПРЕДМЕТНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ УКРАЇНСЬКОЇ МОВИ

Today, it is crucial to shape a teacher-philologist with a high level of linguistic preparation, linguocreative, capable of teaching the Ukrainian language to secondary education students and fostering communicative education in contemporary Ukrainian society. The system of language training for future teachers of the Ukrainian language aligns with the principles of continuous language education.The article outlines the specifi cs of subject training (Ukrainian language) for fu-ture teacher-philologists and identifi es stages of its implementation based on the edu-cational program «Secondary Education (Ukrainian Language and Literature)» of the subject specialty 014.01 «Secondary Education (Ukrainian Language and Literature)» at Kamianets-Podilskyi Ivan Ohiienko National University.In the content block of subject training in the Ukrainian language for future teach-er-philologists, preparatory (propaedeutic), informational-cognitive, and deepening-generalizing stages are highlighted. During the preparatory (propaedeutic) stage of Ukrainian language education for future teacher-philologists in higher education institutions, initial linguistic prepara-tion is conducted through the study of a Ukrainian language practicum, introduction to linguistics, business Ukrainian language, etc.The main component in the content block of the Ukrainian language education system is the informational-cognitive stage, encompassing special linguistic prepa-ration. In this process, students acquire a comprehensive (theoretical) discipline, «Modern Ukrainian Literary Language», historical-linguistic disciplines (Ukrainian dialectology, Old Slavic language and historical grammar, history of Ukrainian liter-ary language, etc.), and applied linguistic disciplines (stylistics and culture of the Ukrainian language, linguistic analysis of text, etc.).During the deepening-cognitive sub-stage of the deepening-generalizing stage, in-depth linguistic preparation takes place, where students study selective linguis-tic disciplines and acquire informal and formal linguistic education. The creative-research sub-stage involves scientifi c-research linguistic preparation, including writ-ing coursework and qualifi cation works on the Ukrainian language, participation in scientifi c events, and the preparation of trial publications.

What EFL Student-Teachers Think about their Preparation Program: An Evaluation of Kuwait’s English Practicum Program

The present study evaluates the English language practicum program at the College of Basic Education in the State of Kuwait from the viewpoints of female student teachers. The study attempts to identify such strengths and weaknesses of the practicum experience in pre-service teachers’ motivation to continue their future in the teaching profession. Quantitative research methodologies were used by adopting Peacock’s (2009) model for practicum program evaluation. The current TEFL practicum program results have confirmed many strengths but also highlighted certain significant shortcomings from the student-teachers’ perspective due to the gap between the theoretical and practical aspects, as well as the absence of adequate supervision, which affected the trainees’ need for pedagogical competence in term of class and time management skills. The study proposes many recommendations and suggestions that the practicum program should be structured to improve the student teachers’ needs and the educational context and fulfil the practical, beneficial content for the individuals.

THE ROLE OF A SYSTEM INTEGRATION APPROACH IN THE FORMATION PROCESS OF THE FUTURE UKRAINIAN LANGUAGE TEACHERS’ LINGUISTIC COMPETENCE

The system integration approach of education in the methodical system of preparation of the future Ukrainian language teacher is described in the article on the basis of the usage of theoretical, observational historical and logical methods. The article explains the concepts of “approach” and “approach to language learning”. The author defines “approach” as an integrative system architectonics of linguistic theory, linguistics, practical skills and foundations of the scientific activity based on principles, methods, techniques, tools and forms of learning, according to the specific educational goals of linguistic formation competencies of the future Ukrainian language teachers. The terms “approach” and “aspect” of learning are analyzed in this paper, and their identity, which is based on the analysis of scientific sources, is established. The classifications of approaches to teaching in pedagogy and linguistics are reviewed. Competent, cognitive-communicative, communicative-active, text-centric, functional-stylistic approaches are defined as the main ones in the study. The expediency of using a system integration approach to the formation of a linguistic competence of the future Ukrainian language teachers (the components of which are phonetic, lexicological, grammatical, spelling, stylistic subcompetences), based on the study of linguistic courses in their harmonized, subordinate and complementary system, with an emphasis on the study of the information volume of the disciplines, where each linguistic phenomenon is considered holistically and in a clear hierarchy, is justified. The lexicographic analysis of the definitions “system” and “integrative” as the initial concepts of a system integration approach has been carried out. The system of linguistic disciplines, including ten courses (Ukrainian language practicum, Modern Ukrainian literary language, Introduction to linguistics, Ukrainian dialectology, Language culture, Ancient Slavic language, History of the Ukrainian language, Historical grammar of the Ukrainian language, Ukrainian language stylistics, General linguistics, Linguistic analysis of the text), constituting subsystems, which, interacting clearly, represent linguistic science, the complexity of its structure, multidimensionality aspects, is given. The scheme of a system-integration approach that demonstrates the integrity and consistency of mastering linguistic disciplines is proposed. The opportunities to integrate on linguistic theme that will promote the versatile assimilation with the prospect of study acts school are described.

An Evaluative Study of the English Language Practicum Program at the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University

An Evaluative Study of the English LanguagePracticum Program at the College of Languages andTranslation at Al-Imam Muhammad Ibn SaudIslamic University

A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level

ABSTRACTDrawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums.

EFEKTIFITAS PRAKTIKUM DALAM MENINGKATKAN KEMAMPUAN BAHASA INGGRIS MAHASISWA (Studi pada Fakultas Ilmu Sosial dan Politik UIN Sunan Gunung Djati Bandung)

English is one of the basic general subjects that students must study in higher education. Outside the general basic courses, the Faculty of Social and Political Sciences of the Sunan Gunung Djati State Islamic University Bandung held an English language practicum program for 4th semester students. During a period of 4 years, the implementation of the English practicum seemed to be ineffective. This can be seen from the percentage of the attendance of students who actively participate in practicum, only 20% of the total 40 students in the group. The design of this study uses quantitative research with a pre-experimental approach. The final results of this study indicate that of the five components of the English practicum the objectives, methods, materials, time and facilities and infrastructure showed ineffective results.

Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers’ (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs’ personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs’ self-reflections, and analysis of the schools’ EAL programs. Data analysis revealed that the main factors shaping PSTs’ writing instruction included the EAL programs at the schools, school teachers and the mentors support, EAL students’ background, proficiency levels and responses to tasks, and the PSTs’ knowledge, prior education and work experiences. Based on the findings, the paper discusses implications for enhancing the quality of EAL teacher education, especially for promoting productive coursework and placement experiences for PSTs.

FROM ACADEME TO INDUSTRY: WHICH ACADEMIC SKILLS MATTER?

The paper explores the baffling question on which academic skills really matter on the job. And which don’t matter? The answer is derived from a survey of 86 students who underwent Language Practicum (LP) and 30 supervisors. LP is the On-the-Job Training (OJT) component of the Bachelor of Arts in English of the College of Arts and Letters, Bicol University. Because more demanding requirements and higher standards are required for the meaning of evaluation theory as a framework, the term model/approaches is preferred. This refers to “an evaluation theorist’s idealized conceptualizations for conducting program evaluation” (Stufflebeam and Shinkfield, 2013). As revealed in the findings, the academic skills found by the Language Practicum trainees to be most applicable to job performance are interpersonal skills and business letter writing. At the tail end are academic skills developed mostly from literature courses, Physical Education, Foreign language and Technological Environment. Organizational communication and interpersonal skills were rated by the sponsoring agencies to be the most useful academic skills needed during the training, and therefore in the trainees’ future jobs. Literature-related skills and physical education skills are least useful. To conclude: there are academic skills that are most and least useful to actual job performance. It is recommended that these be considered in the crafting of future curriculum to ensure that graduates are job-read. Keywords: Academe, Industry, Academic Skills, On-the-Job Training (OJT)

INDUSTRY NEED FOR AB ENGLISH LANGUAGE PRACTICUM TRAINEES

This paper looks into the industry need for AB English Language Practicum trainees, which in a way is seen to be an indicator of the need for future AB English graduates. Language Practicum (LP) refers to the On-the-Job Training (OJT) for Bachelor of Arts in English of the College of Arts and Letters, Bicol University. More practically, the study enumerates job descriptions in the market fit for trainees and lists down competency requirements from them. It used as checklist job descriptions/titles identified in Hermosa, et al.’s (2014) as top job descriptions available in the market for Language Practicum trainees. The study is anchored on the questions-oriented model of evaluation, or more appropriately quasi-evaluation. It began with questions to give evidence on the worth and merit of the Language Practicum and its continued place in the AB English curriculum. For its findings, the five top jobs handled by the trainees include those of: administrative officer, information officer, customer service representative, clerk and technical/speech writer. By their ranks, the competency requirements are: collaboration and teamwork; critical thinking, problem solving; life and career; ICT literacy; communication; information literacy; personal and social responsibility; citizenship/civic literacy; creativity and innovation; and environmental awareness. It is therefore concluded that AB English students are better suited for work related to specific communication purpose, that of sharing information within a business or organization. The recommendations are, that: (a) AB English curriculum be geared more to core competencies related to the business world, particularly on corporate/organizational communication; (b) Language Practicum insists that sponsoring organizations train students to hone these competencies more, and not solely to provide extra manpower to do menial tasks which are part of the job description. Keywords: Language Practicum, On-the-Job Training (OJT), Industry-academe, AB English

KSA DEVELOPMENT IN THE AB ENGLISH LANGUAGE PRACTICUM

In response to the prevailing mismatch between education and industry needs, the AB English program of Bicol University was revised to include a student internship program, the Language Practicum, which attempts to augment classroom learning with actual knowledge, skills, and attitudes (KSAs) necessary in the workplace. This study assessed the level of attainment of these learning domains for the holistic development of the students, as reported by the trainees themselves and by their sponsoring agencies, towards determining the success of the entire program. A focus-group discussion provided a validation of results of both assessments. Applying the evaluation theory by Stufflebeam and Shinkfield, and using the descriptive-evaluative method involving a total enumeration of the trainees and their supervisors, the study revealed an outstanding assessment of KSA development, both in the point of view of the trainees who came up with a mean rating of 4.58, and that of the supervisors who arrived at a mean rating of 4.56. Slight inadequacy was registered by the trainees in terms of skills, which they rated as 4.50 or superior, but was refuted by their supervisors who rated them an average of 4.53 or outstanding. Findings point to the conclusions that the Language Practicum was highly successful, and that industry partnership is important in the maximum development of students’ knowledge, skills, and attitudes. The program is recommended for continuance. Keywords: Language Practicum, KSA Evaluation, AB English

“Every experience is a moving force”: identity and growth through mentoring

This narrative of the experience of a native English speaking (NES) cooperating teacher working with a nonnative English speaking (NNES) student teacher in an MA Teaching English as a Second Language practicum begins with a discussion of teacher identity, then outlines the significance of caring in teacher–student relations Noddings (Caring: A feminine approach to ethics and moral education, University of California Press, Berkeley, CA, 1984) and personal values and beliefs within those relations Johnston (Values in English Language Teaching, Lawrence Erlbaum, Malwah, NJ, 2002). These then frame an understanding of three critical incidents Tripp (Qual. Stud. Educ. 7(1) (1994) 65), and the emergent themes of language expertise, cultural ways of knowing and doing, and conflicting religious beliefs. It concludes with a discussion of the value of writing and sharing teacher narratives for professional development.