The present study aims to use humanism teaching theory and humanistic approach to education with reference to teaching and learning English as a second language in the course book. The findings of this study revealed that teachers and materials developers use humanism teaching theory and humanistic approach to promote the materials to fit into the needs and preferences of the learners and to facilitates the learning process. The ultimate purpose of the current study is the utilization of humanism teaching theory and humanistic approach to education that was started and is intended for the benefit of humanizing mankind, and to achieve self-actualization learner to learn optimally and also shows that ,humanizing language learning materials helps language materials developers and teachers to design activities that are associated with learners’ lives and experiences and attempt to engage the learners effectively through excitement, emotion, or even fun. However, the need for humanizing language course books derives from the fact that most of the global course-books accommodate artificial and unnatural activities that are not designed for particular learning program. Hence, through humanizing the course books, language teachers personalize the learning materials to make them better teaching resources and also individualize them for a particular group of learners. Finally, this text elaborate the application of humanism teaching theory and humanistic approach in education to improve course books to prepare the learners for more communicative goals to facilitate both language acquisition and personal development.
For a long time, education has been praised as a morality in itself. Great philosophers have proudly called themselves “teachers”, and education was considered a special gift given to young gifted people. But in today’s world, in which everything, including even human feelings, have changed and become commodified, education has not been an exception. There have been many changes in education such as internationalization, increased competition and cooperation, neoliberalism, marketization, privatization, and new teaching methods. The idea that education is simply another market commodity has become pervasive in different discourses. Marketization which is one of the consequences of neoliberalism policies is an attempt that appraises everything related to higher education based on a market, where demand and supply and all the educational activities are determined and evaluated based on the price mechanism (Brown, 2014). This trend has fundamental effects on different aspects of the higher education including teacher’s identity and curriculum design. In this article, the researcher defines the concept of identity and then describes the type of teacher’s identity that is promoted by the marketization of higher education. Also, characteristics and some of the consequences of marketization of higher education and the effects of such trend on curriculum design are discussed.
Shadow education has become a widespread phenomenon worldwide and is now an unavoidable learning space for many students. It challenges the traditional notion of factory-like one-size-fits-all education and provides students with more personalized learning. Moreover, it goes beyond shadowing the formal education and holds a mirror up to the formal education to reveal its shortcomings. Although more studies worldwide are focusing on the phenomenon, its scope, characteristics, history, and functionality remain underexplored. Therefore, shadow education should be considered as an emerging focus of recent curriculum studies and should not be disregarded by researchers who attempt to understand where, how, what, and with whom students learn. The present article elaborates on a new conceptualization of ‘shadow education’ and one of its components, ‘shadow curriculum’, which is a new focus of curriculum studies aiming for individual students’ academic success in formal education. First, we deal with shadow education and its forms and features, and then move toward the concept and characteristics of shadow curriculum.
Education especially “teaching” is considered as a valuable profession through which future generations are generated and educated. In order to have a successful educational system, the main components of the system must work together. It is believed that teachers are active decision-makers of any educational system who can bring on success to the education, accounting for about 30 percent of the variance on pupils’ achievement. Based on different studies, developing rapport, critical thinking, self-efficacy, establishing clear goals, effective interpersonal communication, and a supportive classroom climate are some of the main determinant factors the teachers’ effectiveness. Among various variables which are related to teachers, identity is one of the important elements that affect teachers' performance. Neuro-linguistic programming, on the other hand, is considered as an approach which is claimed to help achieve excellence in performance and identity. It is also considered as a supplementary technique in teaching profession which helps the teachers to develop outstanding skills. In this article, the researcher defines the concept of teacher’s identity as a key element effective in the teaching profession. Then some factors that have significant impact on teachers’ effectiveness are taken into account. Also, the definition of neuro-linguistics programming, some of its characteristics, and its implications for developing teacher’s identity and teacher’s effectiveness are discussed.
Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.
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