What English Language Teachers Need to Know Volume I

Murray, Denise E.; Christison, MaryAnn

doi:10.4324/9781351139847

Cited by 18 publications

(16 citation statements)

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“…Teachers can use various strategies to assist learners in understanding the cultural content that need to be included in EFL classroom. As Murray & Christison (2011) puts it, they may include the following cultural components into their language lessons:…”

Section: Answering the Question "What"mentioning

confidence: 99%

“…They are able to make clear judgements and opinions without bias thus abolition of cultural stereotypes. Stereotypes may hinder learners from having a better understanding of the target culture and therefore their incapability to master the foreign language (Murray & Christison, 2011). While analyzing this cultural concept, the course books should avoid the representation of these negative stereotypes in a manner that may make the students lose interest.…”

Section: Creation Of Cultural Awareness: Answering the Question "How"mentioning

confidence: 99%

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Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom

Guechi¹,

Krishnasamy²

2020

Pak. J. Humanit. Soc. Sci

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This article categorically analyzes the key issues faced in the teaching of culture in foreign and second languages to students. The definition of these two interrelated concepts given, respectively. Next, the characteristics and components of culture that need to be in cooperated into the EFL classrooms. Additionally, the article defines relevant concepts such as language and culture that although commonly used some learners may not be able to identify how they relate. The article also provides various techniques used to incorporate cultural studies into second and foreign language classes. Besides, providing various views and assumptions on culture in the teaching foreign language. Moreover, factors such as teachers and curriculum explored and additionally the role they play in integrating culture to foreign language learning and the guidelines necessary to ensure that culture is integrated into EFL classrooms. This article sheds some light on this matter and additionally assists by giving effective methods used in order to integrate culture into foreign language classrooms. This article not only discusses the relationship between language and culture but also give a briefing on the necessary cultural components that need to be discussed such as cultural awareness, cultural identity among others, how the concepts help in language learning. In order to enable one to realize the significance of integrating culture into foreign language learning, certain terms need definition.Finally, this article contains a conclusion on the underlying issues above.

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Section: Answering the Question "What"mentioning

confidence: 99%

Section: Creation Of Cultural Awareness: Answering the Question "How"mentioning

confidence: 99%

Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom

Guechi¹,

Krishnasamy²

2020

Pak. J. Humanit. Soc. Sci

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“…Teachers' awareness and knowledge of learning strategies may help foster LA. Those are metacognitive strategies which help students think about their learning such as planning, monitoring and evaluating; cognitive strategies which provide students with the ability to use materials; and socioaffective strategies which help students develop skills for cooperating with others and for creating a positive learning environment (Murray & Christison, 2011). The first-year students may lack those strategies, so they need support from their teachers.…”

Section: Teacher-related Challengesmentioning

confidence: 99%

Learner Autonomy: Practices Used and Challenges Encountered by Efl Teachers in Fostering Learner Autonomy at Tertiary Level

Tuyen¹,

An²

2019

JFS

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It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam. Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

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“…Lifelong learning serves English language teachers in two main ways (Murray & Christison, 2011). First, it improves instructional practice.…”

mentioning

confidence: 99%

“…This requires thinking critically about how materials may support students' development. In this respect, materials development improves instructional practice and therefore can be viewed as a lifelong learning experience (Murray & Christison, 2011). Materials development also plays a significant role in making a connection between teachers' cognitions and experiences, hence promoting the individual needs of teachers and their autonomy (Canniveng & Martinez, 2003).…”

mentioning

confidence: 99%

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Deveci¹

2018

Sınırsız Eğitim Ve Araştırma Dergisi

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Job advertisements are normally the first contact between recruiters and job seekers. Descriptions of the job and individual specifications are key to job seekers' decision whether or not to apply. With the abundance of English language job listings, English language teachers seem to be quite fortunate in opportunities for landing a job. However, anecdotal evidence suggests that educational qualifications per se are no longer sufficient; teachers now need other attributes in order to attract recruiters' attention. One such is an aptitude for lifelong learning which is based on complementarity of skills. Therefore, the identification of commonly sought lifelong learning skills (alongside educational qualifications) in job advertisements can give insight into areas language teachers and teacher training programs need to prioritize. Aiming to affect this, this research investigated 135 job listings on various job websites advertising for international positions. Results showed that a bachelor's degree, even if in English Language Teaching (ELT), is insufficient for international hiring and that postgraduate certification has become the norm. Results also revealed certain themes related to lifelong learning skills including both those that are student-oriented (i.e. facilitation of learning, building confidence, assessment and evaluation of learning, critical thinking, and preparation of students for life), and those that are teacher-centric (i.e. professional development and engagement in research, technology, interpersonal communication, course development, time management, and ethics). Results are discussed, and recommendations are provided to help develop (pre-service) teachers' lifelong learning skills.Özet: İş arayan bireyler ile iş verenler arasındaki ilk iletişim genellikle iş ilanları aracılığıyla gerçekleştirilir. İlanda yer alan iş tanımı ve adaylarda aranan özellikler bireylerin işe başvurup başvurmama konusundaki kararlarında etkilidir. İngiliz dili öğretimine ilişkin bir çok iş ilanı olduğu görülmektedir. Bu durum İngilizce öğretmenlerinin iş bulma konusunda şanslı olduklarını gösterebilir. Ancak alanda bir diploma sahibi olmanın yeterli bir özellik olmadığı açıktır. İş ilanı veren kurumların dikkatini çekebilmek için öğretmenlerin başka özelliklere de gereksinimi vardır. Bunlardan önemli bir tanesi yaşam boyu öğrenmeye ilişkin tutum ve becerileridir. İş ilanlarındaki yaşam boyu öğrenme becerileri incelenirse, öğretmenlerin ve öğretmen eğitimi veren kurumların ne tür bilgi ve becerilere öncelik vermeleri gerektiği belirlenebilir. Bundan yola çıkarak yürütülen bu çalışmada, internet üzerinde yayınlanmış 135 iş ilanı incelenmiştir. Sonuçlar, İngiliz Dili Eğitimi alanında olsa bile, bir lisans diplomasının uluslar arası bir iş için yeterli olmadığını, lisans sonrası edilinen diğer belge ve diplomalara da gereksinim olduğunu göstermiştir. Ayrıca yaşam boyu öğrenmeye ilişkin olarak iki temel beceri alanı olduğu belirlenmiştir. Bunlardan ilki öğrenci merkezli becerilerdir. Bunlar arasında öğrenmeyi kolaylaştı...

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What English Language Teachers Need to Know Volume I

Cited by 18 publications

References 0 publications

Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom

Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom

Learner Autonomy: Practices Used and Challenges Encountered by Efl Teachers in Fostering Learner Autonomy at Tertiary Level

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

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