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What makes an effective translation teacher?: a qualitative exploration of effective translation teaching and teachers in the university classroom
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Huang, Zhi. - : Sydney, Australia : Macquarie University, 2019
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Teacher-centred professional development: exploring teacher cognition and autonomy in Australian English language centres
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Reed, Melissa. - : Sydney, Australia : Macquarie University, 2019
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Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities
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The transition of an ESP teacher from a GE teacher: a case study
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Teacher autonomy in college English classrooms in China: teachers' attitudes and practices
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Qian, Lina. - : Sydney, Australia : Macquarie University, 2017
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Teacher autonomy in college English classrooms in China: teachers' attitudes and practices
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Qian, Lina. - : Sydney, Australia : Macquarie University, 2017
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English language teachers’ perceptions and the impact of a standardised professional development program in Sabah, Malaysia: a mixed methods study
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Hiew, Wendy. - : Sydney, Australia : Macquarie University, 2017
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Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice
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The relationship between teaching presence and online instructor satisfaction in an online teacher training program
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The role beliefs about language use play in the social construction of the EFL classroom
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Abstract:
Theoretical thesis. ; Bibliography: pages 220-238. ; Chapter One. Getting serious, getting started -- Chapter Two. Monolingual assumptions and multilingual realities -- Chapter Three. Theoretical framework -- Chapter Four. Research design -- Chapter Five. Tracing the formation of assumptions, attitudes and beliefs about L1 and TL use in the classroom -- Chapter Six. The role of classroom language in the social construction of the classroom -- Chapter Seven. The influence of beliefs on the social construction of the classroom -- Chapter Eight. Conclusion -- References -- Appendices. ; This thesis presents an examination of the beliefs that non- native English speaker teachers had about using the first language (L1) and target language (TL) when teaching English, and how these beliefs influenced the social construction of the English classroom. The central idea for the thesis arose during the author's time as a teacher trainer in South Korea. During this time, it was noticed that despite government mandates supporting an English only approach to English learning, teachers were still reluctant to exclude their L1 completely. To investigate why teachers were resisting government mandates, beliefs were explored via a two-step series of intervirews which separated the development of beliefs into discrete stages to reveal the different influences acting on the formation of these beliefs. The stages were divided into initial assumptions about language use, tentative attitudes, and then firmer beliefs. Important influences that acted upon the participants included the language use of their own language teachers, when they attended training courses which espoused L1 exclusion theories, the influence of students in the classroom, as well as institutional influences. Once these beliefs were revealed, they were then linked to the classroom actions of the participants via an analysis of their classroom language use. This analysis employed a theoretical framework which had Basil Berstein's sociological theories of pedagogic discourse at its core. This framework revealed how teachers' beliefs influenced the recontextualization of teaching materials into the classroom, chamging the nature of the original social and power relations from the appropriated discourse with new, virtual-social and power relations of the classroom. It established that participants with strong beliefs about maximizing English exposure often positioned students so that they had less opportunity to assist in the co-construction of the learning environment compared to participants who valued a larger role for the L1. ; Mode of access: World wide web ; 1 online resource (267 pages)
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Keyword:
English language -- --Study and teaching -- Foreign speakers -- Social aspects; English teachers -- Attitudes; L1 / target language; pedagogic discourse; sociolinguistics; teacher beliefs; teacher cognitions
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URL: http://hdl.handle.net/1959.14/1260799
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Text chat during video/audio conferencing lessons : scaffolding or getting in the way?
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Autism in the classroom: a conversation-analytic study of lesson beginnings in special education
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Teaching behaviour of LETs and NETs in Hong Kong : differences perceived by secondary students
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CALL and English at tertiary level: teacher cognition in Bangladesh
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The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector
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Online professional development for teachers of English as a foreign language: Vietnamese faculty's motivations and learning experiences
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Investigating communities of practice and ELT teacher research in Cambodia
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The Formation of English teacher identities : a cross-cultural investigation
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Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers
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