From transmission to transformation: Teacher learning in English for speakers of other languages

Kiely, Richard; Davis, Matt

doi:10.1177/1362168810365241

Cited by 51 publications

(35 citation statements)

References 47 publications

(39 reference statements)

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“…Minding this gap becomes the real challenge for instructors when it comes to teaching reading section in English proficiency test preparation class especially in EFL context. However, with its abstractly complex nature, Kiely and Davis (2010) state that it is impossible for Instructors to fully understand the processes of reading by simply relying on manuals of teaching methodology and implement them in the classroom. As discussed earlier, this can be considered a valid statement.…”

Section: Predicting Critical Thinking Gap Among Learnersmentioning

confidence: 99%

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Guntur

Rahimi

2019

ELS-JISH

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As one of the tested skills within popular English proficiency tests in Indonesia such as IELTS and TOEFL, good command of reading comprehension skill is pivotal for the test takers. The nature of reading skill in testing circumstances, however, demands precision in decision making. Enabling test taker candidates with such precision in test preparation class, then, dictates the teaching of the skill consequently. This paper discusses the commonly found challenges in teaching the skill for the test preparation class with known diverse students age and background. The primary aim of the study is to provide insightful information about those challenges which may, then, contribute to better teaching of the skill. The critical analysis of the relevant literature suggests that the challenges are comprised of three domains: students’ unequal linguistic competence, different level of students’ critical thinking, and also their motivation. The paper concludes by re-emphasising the crucial role of pre-test for the test taker candidates prior to commencing the preparation class, especially for instructors to map and to anticipate these challenges with more reflective and equitable teaching approach which is informed by the pre-test result.

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Section: Predicting Critical Thinking Gap Among Learnersmentioning

confidence: 99%

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Guntur

Rahimi

2019

ELS-JISH

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“…Studies by John () in general education and Farrell () in TESOL illustrate the tendency of novice teachers to approach the classroom in a rational, structured way. As Freeman () and Kiely and Davis () describe, intuitive craft‐like performance develops through work. Two recent studies both illustrate and suggest explanations for this.…”

Section: Literature Reviewmentioning

confidence: 99%

Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL

Kiely

Askham

2012

TESOL Quarterly

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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. A s Johnson (2009b) observes, teacher education in teaching Englishto speakers of other languages (TESOL) has been for much of its history a field of practice rather than one of research. One implication of this is that knowledge building has been through practice, rather than through conventional research findings. In teacher education,

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“…The case study draws on qualitative research strategies that have become established in language teacher cognition (LTC) and PCK studies (Borg, , ; Freeman, ; Johnson, ; Kiely & Davis, ; L. Li & Walsh, ). The data sets are classroom observation recordings and teacher interviews which relate LTC to actual lesson narratives, sequences, and interactions.…”

Section: Methodsmentioning

confidence: 99%

“…The case study draws on qualitative research strategies that have become established in language teacher cognition (LTC) and PCK studies (Borg, 2006(Borg, , 2012Freeman, 2002;Johnson, 2006;Kiely & Davis, 2010;L. Li & Walsh, 2011).…”

Section: Methodsmentioning

confidence: 99%

Reading Comprehension in Test Preparation Classes: An Analysis of Teachers’ Pedagogical Content Knowledge in TESOL

Irvine-Niakaris¹,

Kiely

2014

TESOL Q

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This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study explores the nature of reading comprehension pedagogy and also the ways teachers vary and adapt their approach. The study, carried out in upper intermediate TESOL classrooms in Greece, draws on video‐recorded classroom data, field notes, and interviews with four teachers. The analysis focuses on lesson structures, reading and test‐taking strategy awareness raising, and teachers’ knowledge about texts. It validates the established reading skills lesson structure—pre‐, while‐, and postreading—but shows how this can vary in implementation. It suggests that the attention to strategies is not only explicit strategy instruction, but also situated demonstration by the teacher of how strategies can unlock the meaning of the text. The pedagogy overall is conditioned by the test preparation context of the program; the teachers are mindful of this goal and integrate references to the test to anchor the pedagogy in students’ current reality and to demonstrate how specific strategies can aid comprehension.

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From transmission to transformation: Teacher learning in English for speakers of other languages

Cited by 51 publications

References 47 publications

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL

Reading Comprehension in Test Preparation Classes: An Analysis of Teachers’ Pedagogical Content Knowledge in TESOL

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