Results 121 to 130 of about 11,251 (247)

Context-model-based instruction in teaching EFL writing: A narrative inquiry

Cogent Education, 2016
This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model.
Zheng Lin
doaj   +1 more source

Beyond Compartmentalized L1/L2 Teaching: Connecting Languages to Foster In‐Depth Learning and Multi/Trans Lingual Selves

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This paper examines elementary Grade 5 and 6 students’ emic perspectives on their L1 French and L2 English teachers’ cross‐curricular efforts to build linguistic and conceptual bridges. Drawing on research on translanguaging pedagogies and recent motivation scholarship, we propose a multi‐competence view of motivation that aligns more closely ...
Sunny Man Chu Lau, Andrée‐Anne Tremblay   +1 more
wiley   +1 more source

Experiences and perceptions of nonnative-speaker teacher trainees on a TESOL programme in New Zealand [PDF]

, 2009
This paper reports research which focussed on a group of non-native speakers of English who had completed an entry-level TESOL (Teaching English to Speakers of Other Languages) qualification in a tertiary institution in New Zealand.
Edwards, Susan
core   +1 more source

TESOL and TESD in remote Aboriginal Australia: The "true" Story?

, 2011
It is widely recognised that teaching English to speakers of other languages (TESOL) and teaching English as a second dialect (TESD) in remote Indigenous Australia have a history of repeated failure of both policy and practice.
Kate Cadman, Cadman, K., Jill Brown, Brown, J.   +3 more
core   +1 more source

Self‐Directed Teaching Strategies and Professional Learning in Technological Implementation: A Collaborative Autoethnography

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Technological integration into teaching offers significant pedagogical potential, yet it can also intensify the challenge of addressing systemic barriers to inclusion. This issue is especially important for teaching‐focused academics (TAs), who are increasingly leading classroom instruction and translating institutional digital priorities into
Hao Tran, Thao Thi Phuong Nguyen
wiley   +1 more source

MOVING FROM THEORY TO PRACTICE: A SYSTEMATIC REVIEW ON ESTABLISHING CRITICAL LITERACY IN EFL SETTINGS

English Review: Journal of English Education
Research in critical literacy has conventionally put an emphasis on English as a second language contexts, with limited exploration in environments of English as a foreign language (EFL) where English is seldom utilized outside of the classroom.
Hanif Nurcholish Adiantika, Emi Emilia, Gin Gin Gustine   +2 more
doaj   +1 more source

Challenging the Monolith: Ambivalence, the Native‐Speaker Ideal and Teacher Preparation in Multilingual South Africa

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study explored the ambivalence of final‐year TESOL pre‐service teachers towards a non‐native‐speaking (NNS) lecturer within a historically white South African university. The research involved twelve student teachers being prepared to teach English as either a home language or a first additional language to high school learners in the ...
Nhlanhla Mpofu
wiley   +1 more source

Racialized and Sexualized Branding in Japan's Online Eikaiwa Industry: The Objectification of Female Eastern European Teachers

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This article examines how an online eikaiwa (English conversation) provider in Japan that employs only female Eastern European (particularly Ukrainian) teachers brands them through objectification. Analysis of textual and visual elements of the provider's website and related media, including videos, demonstrates that the teachers are ...
Misako Tajima
wiley   +1 more source

Race and TESOL

, 2010
The TESOL Annual Convention, Boston, MA., 24-27 March ...
Lin, MY
core  

Disrupting Dominant Ideologies in Chilean Teacher Education Through Ideological Clarity

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study seeks to develop a more nuanced understanding of how English language teacher educators navigate the tensions between and across institutional expectations, the Chilean sociopolitical landscape, the increasing diversity and their pedagogical choices as they construct their professional identities.
Leonardo Veliz, Flor Toledo‐Sandoval
wiley   +1 more source