Exploring engagement of users of Global Englishes in a community of inquiry

Smidt, Esther; Chau, Meng Huat; Rinehimer, Eric; Leever, Patricia

doi:10.1016/j.system.2021.102477

Cited by 19 publications

(17 citation statements)

References 24 publications

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“…At the moment, we are actively engaging and collaborating with our students and colleagues to critically reflect on and collectively challenge the limitations of a monolingual native-speaker or standard language ideology that is currently dominant in our classroom and society. In tandem with this, we also champion more inclusive and just practices that affirm and celebrate multilingualism and Global Englishes (see, e.g., Man & Chau, 2019;Man et al, 2021;Smidt et al, 2021), and extend these practices in the wider world to nurture and cultivate a greater respect for our fellow animals (Chau & Jacobs, 2021). With this larger purpose of education in mind, the changemaking process, we believe, becomes particularly meaningful.…”

Section: Every Teacher a Changemakermentioning

confidence: 91%

Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Chau¹,

Shunmugam²

2021

TET

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In this article, we explore teacher agency through the notion of teacher as changemaker by drawing upon our experiences in both school and university contexts. The purpose of this article is twofold. First, we present a personal account of our combined professional experiences of over half a century with how agency is exercised and achieved in our classroom and beyond. This consists of a series of reflections from the classes we have taught and individual students we have mentored, to our response to research and curriculum development. In these reflections, wherever relevant, we highlight what informs our decision-making and motivates our action from merely ‘getting our job done’ to a more humanistic engagement with teaching, mentoring and other professional activities. Second, we evaluate our earlier discussion against the backdrop of the notion of teacher as changemaker. We conclude by highlighting that teachers as changemakers are individuals concerned with personal transformation and growth, that they are committed to empowering others’ lives, and that they enable others to be changemakers.

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Section: Every Teacher a Changemakermentioning

confidence: 91%

Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Chau¹,

Shunmugam²

2021

TET

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“…The existing research into teaching approaches to match the potential of technology-enhanced instruction has demonstrated the possibility of successful collaborative learning in an asynchronous networked environment (Wang, 2010) and confirmed the feasibility of authentic work through the integration of student-directed research, writing-based tasks, and interactive assignments (Darling-Aduana, 2021). Creation and maintenance of collaboration through the Community of Inquiry were marked as providing an online educational environment enabling ESL students to improve their English language proficiency (e. g., Herrera Díaz & González Miy, 2017; Wu et al, 2017) and users of Global Englishes (GE) to engage in learning and construction of knowledge (Smidt et al, 2021).…”

Section: Asynchronicity and Collaborationmentioning

confidence: 96%

Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

Beļicka¹,

Bicjutko²

2021

Human, Technologies and Quality of Education, 2021

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The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

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“…(2019) disclosed the similar observation that nine out of nineteen articles reviewed focused on English as a second language. Hassan et al (2021) have proven that blended learning significantly improves students' writing skills, while Smidt et al (2021) believed that blended learning empowers global Englishers in developing possible research opportunities. Earlier, Su Ping et al (2020) used qualitative data to illustrate that linguistic students have positive experiences with blended learning.…”

Section: Disciplinarymentioning

confidence: 99%

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

Tan¹,

Zakuan²,

Aziz³

2022

AWEJ

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The classroom is where the student and teacher interact, while traditional education uses a Face-to-Face classroom. The unprecedented COVID-19 forced education to shift into an online classroom. Still, numerous researches demonstrate that the pedagogical quality in online classrooms is thus compromised as the educators tend to convert existing face-to-face curriculum that less prioritize intellectual interaction into online ways. Blended learning is not a new yet effective teaching pedagogy, which seems suitable to overcome the challenges as mentioned above as it is a combination of traditional and online modes. Thus, this article summarizes the current trend of blended learning implementation in the Malaysian setting into valuable insight for the practitioner to redesign their pedagogy to meet new norms. This paper assessed and analyzed a total of 22 recent publications that extracted from the Web of Science Database based on three themes that are participant, instrument, and disciplinary. All researches address higher education context, mainly the students’ perspectives and neglecting other stakeholders’ perspectives. Blended learning is proven practical in multidisciplinary but independent curriculum, and pedagogy redevelopment is mandated. The quantitative methodology is preferable by the researcher in the identification of critical governing factors. Overall, the context of blended learning development in Malaysia remains progressively developing by time. In conclusion, the practice of blended learning implementation is getting diffused in Malaysia due to its flexibility and versatility. However, such effective pedagogy lay on collaborative efforts between various stakeholders, including educators, students, institutional management, policymakers, and parent.

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Exploring engagement of users of Global Englishes in a community of inquiry

Cited by 19 publications

References 24 publications

Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Every Teacher a Changemaker: Reflections on Teacher Agency and Empowerment

Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

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