EFL in Argentina's Schools: Teachers' Perspectives on Policy Changes and Instruction

Zappa‐Hollman, Sandra

doi:10.1002/j.1545-7249.2007.tb00094.x

Cited by 26 publications

(18 citation statements)

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“…Yet, the adoption of CLT has been fraught with resistance in China (Hu, 2005; Tsui, ; Yu, ), Japan (Nishino & Watanabe, ), and Korea (Li, ), as this method has been considered uncongenial with the English teaching traditions and local values in the respective countries. Other non‐Asian countries such as Argentina (Zappa‐Hollman, ), Cuba (Martin, ), Djibouti (Dudzik, ), and Uzbekistan (Hasanova & Shadieva, ) where CLT was prevalent in an English language pedagogy landscape also experienced a similar phenomenon.…”

Section: Clt As Situated English Language Teaching Practicementioning

confidence: 96%

Communicative language teaching as situated practice: Moving beyond dogma

Sugiharto

2018

TESOL Journal

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Section: Clt As Situated English Language Teaching Practicementioning

confidence: 96%

Communicative language teaching as situated practice: Moving beyond dogma

Sugiharto

2018

TESOL Journal

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“…The negative effects of ill-prepared teachers on language-in-education policy implementation have been documented in a number of studies (see Plüddeman, Mati and Mahlalela-Thusi 2000;Zappa-Hollman 2007). Although all of the teachers in the current study were graduates from accredited teacher training colleges (TTCs) in Kenya, they all reported that they had not received any training in particular on how to deal with linguistically diverse learners.…”

Section: New Imperatives For Education Training and Learningmentioning

confidence: 75%

“They Do Not Know Much, but Then, You Have to Cover the Syllabus”: The Quality Imperative – A Dilemma for Teachers’ in Early Grade Multilingual Classrooms in Kenyan Primary Schools

Nyaga

2015

STELL

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The centrality of language in any education system cannot be overemphasised. Wolff (2006: 50) sums this up by stating that "language is not everything in education, but without language everything is nothing in education". As such, language mediates knowledge acquisition even when the content of education is not language. The question then arises as to which language is best to use in education. There are no straight answers to this, as education in most countries of the world takes place in multilingual contexts. In Kenya, the language-in-education policy supports the use of the learner's first language as the language of instruction in the first three years of school. The policy, however, remains largely unimplemented for various reasons, among them the multiplicity of first languages that may be represented in one classroom. This article reports on some outcomes of a recently completed doctoral study that investigated teachers' attitudes, skills and strategies in their management of linguistic diversity in multilingual classrooms. Specifically, the article reports on what informs teachers' language choices and prioritisations beyond the policy rhetoric. The study disclosed that the language of examinations and textbooks, the pressure to cover the syllabus, and individual teachers' language repertoires primarily determine which languages are prioritised and how they are used. The findings suggest that quality education for all may remain elusive in multilingual contexts until the language question has been adequately addressed.

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“…Although the results presented in this paper come from two studies that were carried out in different years, with a 10-year gap between them, there seems to be no significant improvement in these conditions. We conclude that no matter what EFL teachers try to do to improve their students' learning experience if they are not provided with the working conditions deemed necessary to enhance the teaching and learning of EFL in the public sector the unsuccessful situation will prevail, echoing Cárdenas Ramos and Hernández Gaviria (2012), Haque and Cray (2007), and Zappa-Hollman (2007).…”

Section: Discussionmentioning

confidence: 90%

“…distinction is essential in understanding that the plan and the implementation are separate and, as such, an established policy may or may not be implemented as intended. Therefore, there is increasing research being done into how policies are being interpreted and negotiated, reflecting local limitations and possibilities or policies that focus on classroom teachers as central agents of implementation (Basurto Santos, 2010;Li, 1998;Nunan, 2003;Silver & Skuja Steele, 2005;Wedell, 2008;Zappa-Hollman, 2007). Therefore, a basic recognition of language policy and planning changes in the Mexican education system in 1993 can provide a key understanding as to why EFL instruction in Mexico has not been successful.…”

Section: Introductionmentioning

confidence: 99%

“…Similar results were found in other studies (Baldauf & Kaplan, 2005;Prapaisit de Segovia & Hardison, 2009). In her study, conducted in Argentina, Zappa-Hollman (2007) concluded that to provide quality in EFL instruction, the state policy should be re-examined in order to determine more plausible objectives considering the actual teaching context. It is important to keep in mind that as policy is being re-examined, the EFL teachers should play a major role in reform as they are an "untapped resource in the decision making process" (Prapaisit de Segovia & Hardison, 2009, p. 14).…”

Section: Introductionmentioning

confidence: 99%

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