Impact of an Awareness-Raising Workshop on the Pragmatic Awareness and Attitudes of High School English Language Teachers in Iran

2021 ◽  
Author(s):  
Marzieh Bagherkazemi ◽  
Maryam Arefkal
Keyword(s):  
High School ◽  
English Language ◽  
Language Teachers ◽  
High School English ◽  
Pragmatic Awareness ◽  
English Language Teachers ◽  
Awareness Raising

scholarly journals PROMOTING A RESPECT FOR DIFFERENCE THROUGH LANGUAGE TEACHING

2014 ◽  
Vol 25 (2) ◽  
pp. 233
Author(s):  
Alistair Welsh
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
National Curriculum ◽  
Language Teachers ◽  
High School English ◽  
English Curriculum ◽  
Academic Literature ◽  
English Language Teachers ◽  
Competency Area

An emphasis on developing students' moral and ethical character is evident in the 2013 National Indonesian Curriculum. In this article, I look at how respect for difference is reflected in the 2013 Indonesian National Curriculum, specifically referring to the second key competency area for senior high school English language. I also draw reference from academic literature that can be linked to this competency area of the English curriculum. Exploring theoretical links from the literature is useful to develop a deeper understanding of the importance of this key competency area. Discussion explores the significance of respect for difference and the important role that English language teachers in Indonesia can play in promoting tolerance. By understanding how culture can be used as a divisive force, we can more readily identify how teachers can develop a respect for difference in their students to help overcome intolerant attitudes that can lead to discrimination.

scholarly journals THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 136-138
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Abimael Junior Souza Santos ◽  
Jaiara Martins Aguiar Monteiro
Keyword(s):  
High School ◽  
Elementary School ◽  
Public School ◽  
English Language ◽  
Language Teachers ◽  
The Public ◽  
English Language Teachers

This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals Towards a Reflective Textbook Evaluation Model

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Hassan Ait Bouzid ◽  
Reddad Erguig ◽  
Mohamed Yeou
Keyword(s):  
Professional Development ◽  
High School ◽  
English Language ◽  
Evaluation Model ◽  
Language Teachers ◽  
High School English ◽  
Textbook Evaluation ◽  
Teacher Training Programs ◽  
Teachers Professional Development

This paper investigates ways in which textbook evaluation can help in implementing a positive change in EFL teachers’ professional careers. It draws the attention of Moroccan high school English language practitioners to the viability of using textbook evaluation as a reflective practice to enhance teachers’ professional development. It argues that a systematic textbook evaluation allows teachers to develop professionally while reflecting on the content of the textbooks they are using. This process can be formative within the formal guided context of in-service teacher training programs where voluntary teachers regularly meet in teacher learning communities (TLCs)devoted to textbook evaluation. The objective of such collective reflective activity is to encourage teachers’ lifelong learning as they will learn from each other’s experiences and improve their teaching practices. Eventually, they will agree on effective reflective practices which promote teachers’ professional development. The findings recorded by TLCs could be used in improving the quality of future textbooks. A survey was designed to explore the attitudes of Moroccan high school English language teachers towards the suggested model of textbook evaluation and its ability to promote teachers’ professional development. The findings demonstrated that the teachers are in favor of the suggested textbook evaluation model as they believe that it has the potential of gearing not only their professional development, but also the quality of current and future ELT textbooks.

scholarly journals Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

2020 ◽  
Vol 6 (2) ◽  
pp. 56-75
Author(s):  
Nur Gedik Bal ◽  
Perihan Savas
Keyword(s):  
High School ◽  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

scholarly journals The English teachers’ challenges in TOEFL preparation for senior high school students

2020 ◽  
Vol 10 (1) ◽  
pp. 25-45
Author(s):  
Saiful Akmal ◽  
Risdaneva Risdaneva ◽  
Habiburrahim Habiburrahim ◽  
Maulina Sari
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Senior High School ◽  
Language Teachers ◽  
School Students ◽  
Aceh Province ◽  
English Language Teachers ◽  
Senior High School Students

This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.

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