| 3 |
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
From Ideal to Real: The Impact of Study Abroad on the Identity of Saudi Women in Australia ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
From Ideal to Real: The Impact of Study Abroad on the Identity of Saudi Women in Australia ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
GRIT OF GRADE 7 LEARNERS AND ITS CORRELATION WITH ENGLISH LANGUAGE LEARNING.pdf ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
GRIT OF GRADE 7 LEARNERS AND ITS CORRELATION WITH ENGLISH LANGUAGE LEARNING.pdf ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
De la clivée en th- à la structure the-N-is en anglais oral: vers une lecture discursive, prosodique et dialogique
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia
|
|
Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022
|
|
Abstract:
Monolithic views of language that privilege standard varieties of English, as well as technical and instrumental understandings of English teacher responsibilities have been increasingly critiqued by researchers interested in critical English teacher education and the promotion of Teaching English as an International Language (TEIL). A more holistic approach to teacher education, has been advocated instead, one that takes into consideration critical identity constructions and negotiations as part of English teacher education. An area of research that is often overlooked is that of English Language Teacher Educators (ELTEs), and their engagement with their own identities as ELTEs in a given context, which is of particular salience in post-colonial contexts. Thus, this study had the aim to examine how professional identities of ELTEs might evolve considering current socio-political factors surrounding TEIL in Colombia. Framed by an interpretive paradigm and a critical action research approach, this in-depth study explores how a group of 5 ELTEs have constructed and transformed their identity in a Colombian English Teacher Education institution. The study was focused on their ability to critically reflect on their identities by means of collaborative learning through small study groups, of which the author was a member. Three data collection methods were used: interviews to explore current ELTEs’ identities; 5 small-group study events as a method to raise awareness of tensions around EIL; and ELTEs’ reflective accounts to access the effect of the group experience in their identity construction. The main findings of this investigation showed some degree of change in ELTEs’ professional identities in relation to the use of English as an International Language (EIL), namely becoming more critical towards the politics of English and its implications at local and global levels, ELTEs’ emotional dimension showed paramount importance in the construction of their professional identities. Illustrating the on-going impact of this study design, participant ELTEs found new development and alternative research options in their own professional practices, such as using collaborative learning groups for their own professional development in their undergraduate language teacher programme at their institution. This indicates that a shift in ELTEs’ conception of English can trigger other changes in their political stance as well as their professional identities and practices. The findings of this study might be useful for ELTEs, language teacher programmes, and other educational stakeholders who oversee the policies of foreign languages (English) in Colombia and other (post-colonial) regions.
|
|
Keyword:
Collaborative learning gruops; Critical identity construction; English as an international language; English language teacher educator identity; Post-colonial contexts
|
|
URL: http://hdl.handle.net/10871/128430
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
A family-resemblance analysis of the middle construction: a functional-cognitive approach ; Un análisis de parecido familiar de la construcción media: un enfoque funcional-cognitivo
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Standardising English Spelling The Role of Printing in Sixteenth and Seventeenth-century Graphemic Developments
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Social Media and Intercultural Learning: An approach to EFL for Secondary Students
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
