An analysis of three curriculum approaches to teaching English in public-sector schools

Graves, Kathleen; Garton, Sue

doi:10.1017/s0261444817000155

Cited by 29 publications

(20 citation statements)

References 76 publications

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“…These norms, which are increasingly contested, have split English language teacher education (ELTE) across concerns of what Graves (2008) called ‘target-language embedded’ English teaching (referred to here as ‘ESL’) and those of ‘target-language removed’ global ELT. In fact, with the rapid creation of virtual contexts of use (among other venues), this distinction is fast becoming a continuum as Graves & Garton argue (2017). The hierarchical relation that Kachru (1982) outlined among the inner, expanding, and developing circles of English in the world no longer frames English ‘ownership’ as it did in 1998.…”

Section: (Then) 1998: a Work-driven Argument For The Knowledge-basementioning

confidence: 99%

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

Freeman

2018

Language Teaching Research

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This article examines how the concept of a knowledge-base in language teacher education has changed since the 1998 proposal. Arguing that a knowledge-base evolves in two ways: through changes in the field of knowledge, and through changes driven by the work that knowledge supports, I describe two problems: ‘translating’ theory into practice and the ‘positionality’ of those defining what counts as knowledge. The 1998 proposal outlined a work-driven framework in response to the former without fully acknowledging the latter: who is doing English language teaching, with whom, and to what ends. Revising the knowledge-base now depends on taking that positionality into account. With this in mind, I suggest three concepts – of teacher language use (English-for-Teaching), participation and agency, and professional confidence as a measure of outcome – as work-driven alternatives to our present thinking.

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Section: (Then) 1998: a Work-driven Argument For The Knowledge-basementioning

confidence: 99%

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

Freeman

2018

Language Teaching Research

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“…Genre-Based Approach (GBA) has been widely used in the global context such as Australia, Hong Kong, Singapore, Indonesia, Brazil, Chile, Sweden, Denmark and some parts of the USA (Derewianka, 2012;Moore and Schleppegrell, 2014;Emilia and Hamied, 2015;Wu, 2016;Graves and Garton, 2017;Mbau and Sugeng, 2019) and typically found in monolingual education such as for second language or foreign language (Lorenzo, 2013). Within this wider practice of GBA, the use of cycles in teaching is popular.…”

Section: Introductionmentioning

confidence: 99%

Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

Suharyadi¹,

Basthomi²

2020

Journal of Education and e-Learning Research

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This article purposes to tease out the EFL teachers' patterns in implementing the stages of teaching and learning using GBA in the Indonesian context. The participants involved in the study were 15 English teachers from seven state senior high schools in Kota Malang Indonesia. The data were collected through interviews and observations. Fieldnotes were also made to record the relevant data. The observations of each teacher were carried out five times to attain sufficient data for the analysis. The writers observed the classes recommended by the teachers, sitting down in the back row and observing the activities done by teachers and students. They also put a tick (v) to indicate the presence of activities as listed in the checklist. If the teachers and students did activities which were absent in the checklist, the writers made fieldnotes to record them for supplementary purposes. The data were analysed descriptively based on the descriptors in the checklists. The analysed data showed that none of the English teachers fully employed the four stages of GBA (BKoF, MoT, JCoT, and ICoT) in teaching. Instead, they also applied the stages of GBA with the following patterns: BKoF-MoT-JCoT; BKoF-JCoT; BKoF-MoT; BKoF-MoT-ICoT; and BKoF-ICoT.

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“…Numerous studies have focused on the issues that such a shift has raised, and especially the challenges for language teachers (see, for example, Copland, Garton & Burns, 2014). Graves and Garton (2017) note that there is often a gap between the principles of communicative curriculum reform and actual classroom practice, and identify both ideological and practical reasons for the gap. These reasons include socio-cultural appropriacy, clashes with teachers' beliefs and experience, large classes, lack of appropriate materials, and the impact of national examinations.…”

Section: Introductionmentioning

confidence: 99%

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Garton

2020

IJLTER

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

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An analysis of three curriculum approaches to teaching English in public-sector schools

Cited by 29 publications

References 76 publications

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

Arguing for a knowledge-base in language teacher education, then (1998) and now (2018)

Patterns of the Teaching and Learning Cycle of GBA by EFL Teachers in Indonesia

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

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