- Saad F. Shawer. (2010). Classroom-level curriculum development EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173-184.
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This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's qualitative and exploratory purposes, it made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
关键词：Curriculum development; Teacher development; Teacher education; Curriculum materials; Curriculum implementation; Constructivist teaching; Foreign language teaching
- Saad F. Shawer. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63(1), 296-313.
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This paper examined the motives behind EFL/ESL classroom-level curriculum development. The study was grounded in teacher curriculum development (Craig, 2006), curriculum implementation (Snyder, Bolin & Zumwalt, 1992) and teacher curriculum-making (Doyle, 1992). Individual teacher interpretations of the same (formal) curriculum drive teachers to transform a single curriculum into multiple (taught) curricula through teacher and student experiences in different contexts. Teacher interpretations also inspire teachers to adopt particular learning outcomes, content, teaching strategies, and assessment targets and methods rather than others. Since teacher curriculum interpretations drive teachers to make different decisions about the same curriculum, teachers either develop or transmit curriculum at the classroom level (Jackson, 1992). Being so, possible factors behind classroom-level curriculum developments were examined to illuminate curriculum design, implementation and development, alongside teaching, learning and teacher training. Moreover, this research design made use of the qualitative paradigm through qualitative case-studies, qualitative interviews, participant observations and the constant comparative method to understand individual constructions of the taught curriculum. Major findings indicate preservice teacher training, teaching experience, and teacher content and teaching styles were significant motives behind classroom-level curriculum developments. Other factors include curriculum policy in terms of curriculum content, pedagogical and assessment orientations, teacher curriculum development opportunities and teacher soft skills. The study provides recommendations for curriculum and instruction, teacher education and future research.
关键词：Classroom-level curriculum development; Curriculum implementation; Teacher education; Teaching styles; Soft skills; Differentiated instruction; Student learning outcomes; Cognitive (hard) skills
- Atai, M. R. & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33(Jan), 27-38.
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摘要：In spite of extensive research on reading comprehension in EAP, the literature on how it is conceptualized and taught by teachers is still scanty. Moreover, in some contexts, EAP reading comprehension courses are taught by two groups of teachers with different specializations, that is, ELT instructors and subject teachers, which, in turn, may render the gap in teachers' understanding of EAP reading comprehension instruction wider. In this study, we explored the actual classroom practices and cognitions within and across these two groups of teachers teaching EAP reading comprehension in Iran. Three ELT instructors and three subject teachers teaching discipline-based EAP courses at a university of medical sciences were observed for eight sessions. In addition to carrying out observations and taking field-notes, we conducted semi-structured interviews with the teachers in order to probe their underlying cognitions. The findings indicated considerable inconsistencies among the subject teachers compared with the ELT instructors as well as noticeable discrepancies across the two groups of teachers with respect to their practices and cognitions in EAP reading comprehension instruction. The findings point to some new ideas, issues, and options for reflection in EAP reading comprehension instruction and promise implications for EAP teacher education programs. [Copyright The American University; published by Elsevier Ltd.]
关键词：applied linguistics, English as a second/foreign language instruction, Second Language Teachers, English as a Second Language Instruction, Second Language Reading Instruction, Reading Comprehension, Teacher Education, English for Academic Purposes
- Choi, T. & Andon, N. (2014). Can a teacher certification scheme change ELT classroom practice?. ELT Journal, 68(1), 12-21.
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摘要：From 1994, the South Korean government has implemented a series of innovations to change English language education from teaching about English to developing students' communicative competence in English. This paper discusses the impact of a teacher certification scheme, one such innovation. The scheme is examined from three perspectives: its design, implementation, and perceived future impact. The discussion draws on documents from the certification scheme, lesson plans, video-recordings, and assessment results from assessed lessons for four candidates and interviews with these teachers. Analysis of this data shows that the scheme has the potential to make future classroom practice more communicative. However, there are a number of factors which seriously inhibit the impact of this scheme and which have implications for future innovations of this type. These include ineffective communication with teachers about the innovation, teachers' perceptions of the relevance of the promoted practice, and the degree of compatibility between the innovation and its wider educational context. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Second Language Teachers, Communicative Competence, English as a Second Language Instruction, South Korea, Educational Standards, Teacher Education
- Yang, Y. (2014). Preparing language teachers for blended teaching of summary writing. Computer Assisted Language Learning, 27(3), 185-206.
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摘要：Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on summary writing. The findings of this study are based on content analyses of the teachers' interview transcripts, the teachers' observation of college students' progress in on-site and online instruction, and the interactions among the students recorded in the log files of the online system. The results show that the language teachers' problems in blended teaching of summary writing fell into three categories: instructional processes, community concerns, and technical issues. The four main themes that emerged from the three categories include the following: (1) the changing roles of the teachers and students, (2) little sense of community building, (3) lack of training in blended teaching of summary writing, and (4) an unfamiliarity with the new systems or technologies. The language teachers' perspectives on solving these problems were to (1) distinguish the significant differences between on-site and online language teaching contexts, (2) identify strategies and techniques to facilitate students' blended learning in summary writing, and (3) develop community building skills to encourage teachers and students to actively participate in collaborative learning. These solutions shed light on the preparation of language teachers in blended teaching of summary writing. Adapted from the source document
关键词：applied linguistics, writing instruction, acquisition, processes, and testing, Teachers, Teaching Methods, Computer Assisted Instruction, Written Language Instruction, Higher Education, Teacher Education, Content Analysis
- Borthwick, K. & Gallagher-Brett, A. (2014). 'Inspiration, ideas, encouragement': teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163-183.
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摘要：This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised. Adapted from the source document
关键词：applied linguistics, non-native language instruction languages other than English, Teacher Education, Second Language Instruction, Second Language Teachers, Computer Assisted Language Learning, Motivation
- Whyte, S., Schmid, E. C., van Hazebrouck Thompson, S. & Oberhofer, M. (2014). Open educational resources for CALL teacher education: the iTILT interactive whiteboard project. Computer Assisted Language Learning, 27(2), 122-148.
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摘要：This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT1 (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote 'best practice' or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website ([URL:http://itilt.eu]), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to 'best practice' and user requirements. The paper concludes with 'lessons learned' throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development. Adapted from the source document
关键词：applied linguistics, non-native language instruction languages other than English, Second Language Teachers, Teacher Education, Communicative Language Teaching, Second Language Instruction, Computer Assisted Language Learning
- Fulcher, Glenn. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9, 113-132.
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摘要：Language testing has seen unprecedented expansion during the first part of the 21st century. As a result there is an increasing need for the language testing profession to consider more precisely what it means by 'assessment literacy' and to articulate its role in the creation of new pedagogic materials and programs in language testing and assessment to meet the changing needs of teachers and other stakeholders for a new age. This article describes a research project in which a survey instrument was developed, piloted, and delivered on the Internet to elicit the assessment training needs of language teachers. The results were used to inform the design of new teaching materials and the further development of online resources that could be used to support program delivery. The project makes two significant contributions. First, it provides new empirically derived content for the concept of assessment literacy within which to frame materials development and teaching. Second, it uncovered methodological problems with existing survey techniques that may have impacted upon earlier studies, and solutions to these problems are suggested. Adapted from the source document
关键词：applied linguistics, language testing and assessment, Language Tests, Surveys, Teachers, Occupations, Language Teaching Methods, Teacher Education
- Baecher, L. (2012). Feedback from the field: What Novice PreK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
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摘要：Abstract not available.
关键词：applied linguistics, English as a second/foreign language instruction, Elementary Education, Secondary Education, TESOL, Second Language Teachers, Teacher Education, English as a Second Language Instruction
- Chappell, P., & Moore, S. (2012). Novice teachers and linguistics: Foregrounding the functional. TESOL Quarterly, 46(3), 589-598.
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摘要：This article focuses on a postgraduate certificate program in teaching English to speakers of other languages (TESOL) with a strong linguistics orientation. The authors content that such a program provides novice language teachers with knowledge and skills superior to those of programs focusing more on methodology and practicum experience and less on linguistic knowledge. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Teacher Education, TESOL, English as a Second Language Instruction, Linguistics, Second Language Teachers
- Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
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摘要：This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness after classroom experience (up to 3 years), (c) sense of efficacy to complete teaching practices in adult ESOL classrooms, and (d) perceptions of what was useful to them in the TESOL program. Accredited ESOL teachers with less than 3 years of experience (N = 115) completed a questionnaire that explored their perceptions of preparedness and efficacy to teach in adult ESOL programs in Ontario, Canada. Eight teachers participated in follow-up semistructured interviews. Findings show that although, overall, novice teachers increased their perceptions of preparedness by gaining experience in the classroom, their sense of efficacy to perform within certain teaching expectations was task specific and highly situated. The practicum and "real" teaching experiences were found to be the most influential aspects of the induction programs. These findings have implications for teacher educators, TESOL institutions, and accreditation bodies that are committed to preparing qualified teachers for adult ESOL programs. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Teacher Attitudes, TESOL, English as a Second Language Instruction, Second Language Teachers, Teacher Education
- Farrell, Thomas S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449.
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摘要：One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much guidance from the new school/institution. These challenges include lesson planning, lesson delivery, classroom management, and identity development. In this introductory paper to introduce the special issue on Novice Professionals in TESOL, I also outline practical suggestions that can help bridge the gap between pre-service and in-service education, with the idea that novice teachers can experience the transition from teacher preparation to the first years of teaching, less like "hazing" and more like professional development. I call this bridging period novice-service language teacher development. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, English as a Second Language Instruction, TESOL, Second Language Teachers, Teacher Education
- Kiely, R., & Askham, J. (2012). Furnished imagination: The impact of preservice teacher training on early career work in TESOL. TESOL Quarterly, 46(3), 496-518.
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摘要：This article presents the findings of an impact study of a short teacher training course in teaching English to speakers of other languages (TESOL). Impact is conceptualised as teacher learning, particularly perceived achievements in learning, evidenced in the ways teachers talk about their work in TESOL. The theoretical framework for the research draws on sociocultural theories of learning, particularly situated learning theory and identity formation within communities of practice. In making these links and relating them to a specific programme for teachers in TESOL, this article furthers understanding of how teachers learn in a preservice course in ways which translate to readiness for work. The analysis of interview data from 27 novice teachers in their first months at work reflects a positive and intense learning experience on the course, which establishes both confidence and a clear idea of what the TESOL task involves. The authors relate these findings in the data to the construct of furnished imagination: the combination of knowledge, procedural awareness and skills, dispositions, and identity which the teachers take from the course as the conceptual toolkit for work in TESOL. The imagination is furnished through the intense, iterated cycles of input, observation, performance, and feedback as well as through interactions with admired teacher educators. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Sociocultural Theory, Student Teachers, Second Language Teachers, Teacher Education, TESOL, English as a Second Language Instruction
- Mann, S., & Tang, Elaine Hau Hing. (2012). The role of mentoring in supporting Novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
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摘要：This article reports on qualitative case study research into the experience and support of four novice English language teachers in Hong Kong (HK). It describes their perceived experience and socialisation, particularly with regard to the induction and mentoring support they receive during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. This study follows a group of novice language teachers for the whole of their first year in teaching. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Teacher Education, Hong Kong, Socialization, English as a Second Language Instruction, Second Language Teachers, TESOL
- Fenton-Smith, B., & Torpey, M. John. (2013). Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university. Language Teaching Research, 17(2), 228-250.
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摘要：Despite the ubiquity of teachers of English as a foreign language (EFL) globally and the weight of evidence about the importance of training for new expatriate staff in international settings, the process of orienting EFL instructors to new workplaces and unfamiliar cultural surroundings has yet to be researched. This article presents the results of a program evaluation of a two-week induction for 22 new English teachers at a private foreign languages university in Japan. The views of a range of stakeholders were obtained (beginning teachers, experienced teachers and management), as were perspectives at different points in time (before and after induction, one semester later, one or more years later). The evaluation resulted in a clear picture of the strengths and weaknesses of the orientation program, which in turn led to the implementation of a range of measures to improve current practice. The findings also gave rise to the proposal of a framework outlining the major areas that all EFL orientations need to consider.
关键词：EFL, induction, language program management, orientation, professional development, program evaluation, teacher education, teacher training
- Kissau, S. (2012). Perceptions of self-efficacy for two types of second language methods instruction. Computer Assisted Language Learning, 25(4), 295-317.
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摘要：A mixed method design was used to investigate the effects of online second language (L2) methodology instruction on the sense of efficacy of teacher-candidates enrolled in initial licensure programs for L2 teachers. More specifically, the researcher examined the extent to which L2 teacher-candidates completing online L2 methodology instruction perceived themselves to be less confident in their ability to teach L2 learners upon completion of their coursework than did their counterparts who completed the same instruction in a F2F setting. Results of the study emphasized the confidence-related benefits of F2F L2 methodology instruction. Completers of the F2F courses experienced a significantly greater increase in confidence to teach L2 learners than did their online peers in regard to all but three of the 16 survey items measuring teacher efficacy. Data suggested that observing demonstrations of teaching strategies and witnessing classroom dynamics allowed the teacher-candidates in the F2F classes to see how the factual knowledge they learned transferred to actual classroom practice. This study speaks about the benefits of hybridized models of methodology instruction and provides a framework for fully online methodology courses that simulate best F2F teaching practices. Adapted from the source document
关键词：applied linguistics, non-native language instruction languages other than English, Second Language Teachers, Teacher Education, Computer Assisted Language Learning, Second Language Instruction, Language Teaching Methods
- Antoniadou, V. (2011). Using Activity theory to nderstand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. Recall, 23(3), 233-251.
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摘要：This article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers' conceptual understanding of Network-Based Language Instruction. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, interpersonal behavior and communication, technology and communication, Computer Assisted Language Learning, English as a Second Language Instruction, Second Language Teachers, Computer Mediated Communication, Computer Software, Student Teachers, Peers, Collaboration, Teacher Education
- Grosbois, M. (2011). CMC-based projects and L2 learning: Confirming the importance of nativisation. Recall, 23(3), 294-310.
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摘要：Despite the spread of reliable desktop audio and videoconferencing facilities, some CMC-based projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009; Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a second language (L2). This paper therefore sets out to measure the impact of distant written exchanges between Native Speakers (NS) and Non Native Speakers (NNS) on the development of NNS L2 oral output, focusing specifically on the effect of phonological nativisation. The context of this study is a teacher training programme for future primary school teachers in France. During their L2 course aiming to help them improve their mastery of English, they were given the opportunity to take part in a CMC-based project with PGCE (Postgraduate Certificate in Education) students from King's College, London. Action research was thus carried out to examine the potential of this project in the development of the participants' L2 oral output. The L2 course being task-oriented, the trainee teachers' L2 oral output was evaluated by means of pre- and post-tests based on tasks. The results show that stability prevails over progress, which is in keeping with the fact that interlanguage development is a long process (Chapelle, 2003: 119). The results also confirm the importance of phonological nativisation when learners have access only to written authentic input. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, interpersonal behavior and communication, technology and communication, Computer Mediated Communication, Phonology, Native Nonnative Speaker Communication, English as a Second Language Instruction, English as a Second Language Learning, Teacher Education, Second Language Teachers, Oral Language
- Meskill, C., & Sadykova, G. (2011). Introducing EFL faculty to online instructional conversations. Recall, 23(3), 200-217.
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摘要：This article describes the anatomy and dynamics of an online professional development activity, the Moodle fishbowl. The fishbowl was designed as an opportunity for experienced EFL educators to witness and make sense of instructional conversation strategies that they might themselves use as they migrate their EFL courses to blended and eventually fully online venues, venues where the roles and dynamics of interaction are decidedly different than those in the live classroom. A major emphasis in this professional development sequence was to raise faculty awareness of the unique affordances on which they, as experienced language educators, might capitalize through observation of authentic examples of responsive online instructional strategies. To that end, three-week-long collaborations were established between participating faculty's EFL students and a 'cultural expert' in the US. The cultural experts were doctoral students in language technology who employed instructional conversation strategies with the EFL students as part of informal, authentic asynchronous threaded discourse topics. The role of the faculty in training was to observe these conversations by looking into the metaphorical fishbowl, reflect on the anatomy and impact of these online instructional conversations, and report back to the group as a whole. The following narrates the rationale, processes and outcomes of this Moodle fishbowl professional development sequence and suggests future considerations in supporting language educators as they move some or all of their instruction online. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, interpersonal behavior and communication, technology and communication, Conversational Strategies, Second Language Teachers, English as a Second Language Instruction, Teacher Education, Computer Assisted Language Learning, Classroom Communication
- Murray, J. C., Riazi, A. M., & Cross, J. L. (2012). Test candidates' attitudes and their relationship to demographic and experiential variables: The case of overseas trained teachers in NSW, Australia. Language Testing, 29(4), 577-595.
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摘要：One measure of the impact of a high-stakes test is the attitudes that test takers hold towards it. It has been suggested that positive attitudes produce beneficial effects while real or anticipated negative experiences can result in the development of attitudes that erode confidence and potentially impact negatively on performance. This study investigated test taker attitudes by exploring the opinions, beliefs, and feelings of a group of overseas trained teachers preparing for a professional gate-keeping test, and examining correlations between attitudes and demographic and experiential factors. The participants were 105 candidates who were enrolled in a preparation course for the Professional English Assessment for Teachers. They were asked to complete a written survey questionnaire with three parts: to determine the nature of their attitude towards the test, to explore the relationship of attitudes and demographic data, and to investigate their perceptions of the sources of their attitudes. Results indicated that there was a slight predominance of negative attitudes, particularly among candidates who had unsuccessfully attempted the test. The main reported sources which correlated with a negative attitude were personal experiences and feelings as well as the impact of other people: notably teachers and other candidates. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词：applied linguistics, language testing and assessment, Teacher Attitudes, Teacher Education, English as a Second Language Tests, Australia
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