Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Heron, Marion; Dippold, Doris; Akşit, Necmi; Akşit, Tijen; Doubleday, Jill; McKeown, Kara

doi:10.1080/13562517.2021.1973410

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…Learner-centered language learning and teaching models require more knowledge about the teacher's role in learning activities (Pörn & Hansell, 2020). The teachers' con dence and belief in the language and its role in managing to learn will support the learners' success in learning the language (Heron et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

Martutik,

Suyitno,

Fawzi

et al. 2023

Preprint

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BIPA learning is one of the Indonesian language learning programs whose students are foreign speakers. In BIPA learning, teachers apply the tutorial learning model by involving the learners directly in the context of natural communication. This learning model was widely used to improve student's communication skills in foreign language learning. The study used a qualitative approach to describe the implementation of the tutorial model in BIPA learning and its impact on students' language skills. The study involved three instructors, seven tutors, and fourteen BIPA learners. Collecting data using interviews, questionnaires, and document studies. Data analysis followed a qualitative procedure with the following steps: data reduction, presentation, interpretation, and conclusion. The study found that the BIPA learning tutorial used simple designs, flexible to change, and was oriented to learners' characteristics and learning needs. In the implementation of learning, tutors must be creative in developing various techniques to optimize learners’ opportunities to use the target language. Optimizing the opportunity to use the target language and practicing communication in the natural context improves learners’ language skills and adds value to learners' good perceptual, impacting their success in learning the language. These findings suggested that the diversity of student characteristics needs to be early because it can become an obstacle in developing the design and implementation of tutorial learning. These findings contributed to the development of second language learning and as a reference for further research.

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Section: Discussionmentioning

confidence: 99%

Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

Martutik,

Suyitno,

Fawzi

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Especially in the context of ELL instruction, scaffolding serves as a bridge, allowing students to grasp and internalize new linguistic constructs within their current understanding (Heron et al, 2021).…”

Section: Scaffolding Techniquesmentioning

confidence: 99%

Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

li,

Shah

2024

Preprint

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This study explores the cognitive challenges and preparedness of novice English language teachers in Zhejiang Province, China, for teaching English Language Learners (ELLs). Addressing the gap in research on the application of theoretical frameworks in this context, the qualitative descriptive research involved 15 novice educators through interviews, observations, and document analysis. It is grounded in Illeris' Contemporary Learning Theory and Vygotsky's Sociocultural Theory. Key findings include the identification of significant cognitive challenges in addressing diverse learning needs and knowledge gaps among ELLs. The study also highlights the effective use of metacognitive techniques and scaffolding in ELL instruction. It underscores the need for comprehensive teacher training in China, advocating for programs that go beyond linguistic skills to include varied pedagogical strategies, catering to the complex requirements of ELL students.

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“…The education literature has acknowledged the importance of uncovering teachers' tacit beliefs about learning and teaching for many years (Eraut, 2002;Wubbels, 1992) and this perspective has begun to emerge in higher education (Heron et al, 2021). Unarticulated forms of knowing have been variously characterized as lay theories (Sugrue, 1997), personal theories (Wubbels, 1992), implicit beliefs, folk pedagogies (Bruner, 1996), or inexplicit skills (Hains-Wesson & Ji, 2020).…”

Section: Into the Instructor's Mind: The Power Of Tacit Theoriesmentioning

confidence: 99%

Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible

Lindsay

Wagstaff

Jevons

et al. 2022

Journal of Marketing Education

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Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices.

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Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Cited by 6 publications

References 39 publications

Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible

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