How do my students think about ME as an English-language teacher?

Tohidian, Iman

doi:10.1080/14623943.2016.1207622

Cited by 11 publications

(5 citation statements)

References 32 publications

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“…In Arabic at Madrasah Aliyah, teachers have provided opportunities for students to express their feelings, thoughts, and inner worlds in learning Arabic. Conditions where they are provided with this opportunity for expression will pave the way for their future advancement (Tohidian, 2016). As shown in the statements of several teachers who pay attention to students, they perform creativity in learning so that learning can be lively, warm, and fun.…”

Section: Discussionmentioning

confidence: 99%

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Hamidah,

Wahdah,

Mubarak

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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To realize the driving of teachers as planned by the government, it cannot be separated from various forms of professional competence that must be mastered as teachers’ identity. However, the identity, which is the qualification standard, is not evenly shared by Arabic language teachers, especially in several districts in the Kalimantan region. Therefore, this research aims to describe the identity of Arabic teachers as driving teacher resources in Arabic language learning to become driving teacher figures in the Kalimantan Region. This research uses a mixed method, combining qualitative and quantitative methods using a concurrent triangulation design. The research results show that the identity of Arabic teachers in Central Kalimantan is formed from their experiences so far, which require them to do more even though some do not have a non-Arabic language educational background. The emotional aspect of Arabic teachers who teach the Arabic language used in the Al-Quran and hadith fosters the teacher's enthusiasm to become a motivator, inspiration, and facilitator who always looks for solutions to problems in learning Arabic. Even though the teachers are located in the regions, this does not reduce the teachers' identity as teachers with pedagogical, social, personal, and professional competencies. Individuals who play the role of teachers always learn continuously throughout life and have the moral, emotional, and spiritual maturity to behave according to a code of ethics: planning, implementing, reflecting, and evaluating learning. This research recommends exploring the identity of Arabic teachers not only at the regional level but also at the national level.

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Section: Discussionmentioning

confidence: 99%

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Hamidah,

Wahdah,

Mubarak

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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“…Over the past decades, English textbooks in Iranian public schools were manoeuvring on memorisation of decontextualised words and structures, translation of texts and sentences and oral repetition of drills and exercises (Tohidian, 2016). However, its failure to promote Iranian students' English communicative competence led to a major educational reform in late 2012, specifically in the language program and the English textbooks (Safari & Rashidi, 2015).…”

Section: Literature Review 1culture and Language In Textbooksmentioning

confidence: 99%

Semiotic analysis of cultural representations in Iranian English textbooks

Safari

Pourhashemi²

2022

CERJ

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The Peircean semiotic approach suggests a non-linear and dynamic view of culture to examine it through signs, sign systems and meaning-making processes. This approach emphasises that images, texts and tasks are considered semiotic resources, generating cultural meanings through semiotic processes. This study aims to reveal the concept of culture in a dynamic manner concerning the semiotic potential embedded in the Iranian EFL textbooks used in junior high schools from the perspective of a semiotic framework. Semiotic analysis showed that cultural meaning-making is directed through guided semiosis, hampering students’ exploration of cultural potential meanings, cultural reflection, understanding and awareness. The denotational and the indexical relationship between texts and images also does not foster students’ intercultural understanding of living and maintaining in a global community, and hence, teachers need to move towards the symbolic aspect of texts and images through unguided semiosis to develop students’ cultural understanding of self and others. Keywords: Cultural, English textbooks, Peircean, semiotic, unguided semiosis;

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“…Our participants also have had the same experience. For years, we have learned not to challenge our teachers in class as he/she is the all-knowing character of the class and we are mere passive recipients of teachers' feeding (transmission of knowledge) (Tohidian, 2016).…”

Section: Conclusion: Critical Literacy In An Efl Writing Course In Iranmentioning

confidence: 99%

Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran

Tohidian¹,

Taskoh²

2020

REMIE

Self Cite

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To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.

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How do my students think about ME as an English-language teacher?

Cited by 11 publications

References 32 publications

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Semiotic analysis of cultural representations in Iranian English textbooks

Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran

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