Research on translanguaging and humanizing pedagogy has primarily focused on English-as-a-second-language (ESL) contexts, while little attention has been given to the examination and these practices ...in English-as-a-foreign-language (EFL) settings. This qualitative case study aims to address this gap by employing empirical evidence from various sources, including classroom observations, student surveys, student and teacher interviews, and quantitative data analysis of student surveys. The study examines teachers’ understanding of and practices with translanguaging and humanizing pedagogy, as well as students’ perceptions and experiences with these pedagogical movements. In light of humanizing pedagogy studies involving pedagogical codeswitching and translanguaging practices, this research is informed and guided by the combined theoretical framework of translanguaging and humanizing pedagogy, derived from the literature review. The research design consists of four main phases: pilot studies and purposeful sampling, QUALITATIVE data collection and analysis, quantitative data collection and analysis, and qualitative data analysis and triangulation. Through thematic analysis, this study reveals three major findings: (1) teachers’ and students’ strong needs and teachers’ self-debate of translanguaging practices, (2) the enactment of humanizing pedagogy through translanguaging practices by teachers, and (3) the enhancement of multilingual and multicultural awareness through translanguaging and humanizing pedagogy practices. Also, the study identifies two additional findings of importance, including the lack of a healthy professional development community for teachers and the entrenched privileges associated with native speakerism and the native speaker fallacy. These findings demonstrate the importance of language teachers being cognizant of the benefits of using students’ first language while acknowledging the criticality of balance in its use. Furthermore, the adherence to an English-only policy may lead to ineffective English language educational experiences, as demonstrated in one of the cases in this study. In addition, the incorporation of students’ first language by educators promotes the implementation of humanizing pedagogy practices, such as drawing on students’ background knowledge, making class content accessible to all students, and enhancing critical consciousness towards different languages and cultures. Moreover, engaging in translanguaging practices fosters a safe and dynamic space for both multilingual students and their teachers to co-construct their understanding of language and its role in conceptual development. By using multiple languages as mediational instruments, these practices enhance metalinguistic awareness and encourage critical reflection on linguistic and cultural differences. Finally, the study offers potential implications and recommendations relevant to teacher preparation programs and language educators.
This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main ...objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the learning outcomes by presenting the students' and teachers' perspectives.
The motivation for this study is the putative link between teaching associations (TAs) and the professionalism of teachers of English as a foreign language (EFL). It has been assumed that TAs lead to ...professionalism but there is a knowledge gap within the EFL literature because professionalism as a construct has not been adequately conceptualised or operationalised in the few studies of TAs extant. The aim of this study is to investigate the relationship between TAs and professionalism empirically using a robust construct of professionalism. Accordingly, professionalism is operationalised via three interlinking constructs, identity, continuing professional development (CPD) and communities of practice (CoP), and the over-arching research question is: what are stakeholders' perceptions and experiences of the ways in which TAs contribute to the professionalism of EFL teachers? The methodology, qualitative and drawing on a relativist paradigm, is an exploratory case study of the International Association of Teachers of English as a Foreign Language (IATEFL) as the largest UK-based TA. The mono-method is face-to-face interviews (n = 17) conducted with IATEFL officers (n = 4), members (n = 6) and non-members of IATEFL (n = 7). The data are analysed through semi-grounded content analysis with the emergent themes linked to the constructs of identity, CPD and CoP. The strongest and most consistent finding is that TAs are primarily perceived by stakeholders as a vehicle for CPD for EFL teachers. Identity is a much more complex phenomenon and at best the relationship between identity and TAs can be seen as aspirational. It is also found that TAs do supply a sense of community but fail formal criteria to qualify as CoP. The implications are that TAs can impact the professionalism of members and non-members alike through CPD activity but they need to generate much more awareness of their role and function. The original contribution of this study to a neglected area of research within EFL is that it offers a robust conceptualisation of professionalism and includes non-members of TAs in its sample.
IELTS is a mandatory requirement in applying for overseas master's degree scholarships. However, many people, including senior and vocational high school teachers in Selong City, East Lombok, face ...difficulty answering IELTS questions. Other than having no educational background in the English Language, they also have no time to take IELTS courses because of their heavy workload. Therefore, this community service activity aims to provide IELTS training to high school teachers in Selong City, East Lombok. This IELTS training is expected to help them meet the IELTS score when applying for overseas scholarships. Twenty teachers participated in this IELTS training, which was held in August 2023. Data from the pre-test and post-test revealed that the participants showed increased IELTS scores, although insignificant. Besides, data obtained from the online questionnaire and interview session showed that the participants positively responded to this IELTS training.
5th international scientific conference of Institute of Foreign Languages, Vytautas Magnus University & 13th international scientific conference of Language Teachers’ Association of Lithuania May ...24–25, 2019 Kaunas, Lithuania.
This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An ...introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.
Contents: Preface. S. Stotsky, C. Mall, Understanding Research on Teaching the English Language Arts: An Introduction for Teachers. A. DiPardo, Teacher Professionalism and the Rise of "Multiple Literacies": How to Describe Our Specialized Knowledge. R.C. Calfee, M. Chambliss, The Design of Empirical Research. R.J. Tierney, M. Sheeby, What Longitudinal Studies Say About Literacy Development/What Literacy Development Says About Longitudinal Studies. J. Birnbaum, J. Emig, D. Fisher, Case Studies: Placing Literacy Phenomena Within Their Actual Context. J.L. Green, C.N. Dixon, A. Zaharlick, Ethnography as a Logic of Inquiry. F.R. Burton, B.L. Seidl, Teacher Researcher Project: From the Elementary School Teacher's Perspective. B. Fecho, J. Allen, Teacher Inquiry Into Literacy, Social Justice, and Power. C.B. Smith, S.S. Klein, Synthesis Research in Language Arts Instruction. D.E. Alvermann, G.G. Hruby, Fictive Representation: An Alternative Method for Reporting Research. M.C. Wittrock, Contemporary Methodological Issues and Future Directions in Research on the Teaching of English.
