Classroom Management in Foreign Language Education: An Exploratory Review

Abstract

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.Key words: Foreign language instruction, classroom management, target language use.Esta revisión examina estudios en el área del manejo de clase en la educación en lenguas extranjeras. Está organizada en tres áreas: La primera aborda las características particulares de la instrucción en lenguas extranjeras que más impactan el manejo de clase. La segunda describe aspectos del manejo de clase que docentes de lenguas extranjeras usualmente encuentran en su práctica; y la tercera presenta alternativas para reducir el impacto negativo del manejo de clase en el área de lenguas extranjeras. Las conclusiones sugieren más investigación particularmente sobre la relación entre el manejo de clase y el uso de la lengua extranjera y métodos de enseñanza.Palabras clave: instrucción en lenguas extranjeras, manejo de clase, uso de la lengua objeto de estudio.

Classroom Management and Novice Language Teachers: Friend or Foe?

“…For instance, the definition of "large class" is subjectively and culturally defined (Brown, 2007). The challenges for teachers in Colombia as reported by Macías (2018) are not different from those reported in other settings, but similar circumstances may be perceived as challenging depending on the context. For instance, working with 40 students is not uncommon in some EFL settings, but in other contexts a group of 25 learners may be too large to handle.…”

“…Berliner (2004) refers to instruction, but flexibility, responsiveness and metacognition can also be applied to CM. The relationship between CM and pre-service or novice teachers has been profusely researched in the last four decades in general education, educational psychology and foreign language teaching (Cyril & Raj, 2017;Hart, 2010;Macías, 2018;Pineda & Frodden, 1 The words "effective" and "effectiveness" are used throughout this article to refer to best practices in language teaching. Although their potential contentious meaning, these terms are kept since they are widely used by the authors in the literature that supports the manuscript.…”

“…Given its influence on learning outcomes, CM could be more prominent, and instruction on it could be more explicit in L2 teacher education programs, conferences and workshops for professional development. Many have voiced this need in journals (Macías, 2018;Pineda & Frodden, 2008;Quintero & Ramírez (2011), post-observation conferences, methodology courses, and blog posts (e.g., https://tesol1and2.wordpress.com/classroom-managementtask/ ). In informal comments concurrent with research, student-teachers and novice teachers expressed feeling confident about their L2 communicative competence and their teaching skills (e.g., lesson planning, syllabus design), but CM was perceived as a significant challenge.…”

“…Students do not always have to behave perfectly, and L2 teachers do not need to be in total control of the class all the time. Unrealistic expectations will leave L2 teachers feeling stressed, frustrated, and threatened by learners (Macías, 2018), even resenting their students. Instead of taking things personally and responding to feelings only, a metacognitive attitude will allow L2 teachers to respond adequately and make positive choices (Lewis, 2009).…”

Pola Pengelolaan Pendidikan Anak Usia Dini di Kota Gorontalo

“…Selain itu, hasil wawancara yang dilakukan dengan kepala Bidang PAUD dan PNF Dinas Pendidikan dan Kebudayaan Kabupaten Serang pada tahun 2018 bahwa tidak adanya pelatihan-pelatihan dalam pengelolaan pendidikan anak usia dini. Permasalahan mendasar dalam bidang pendidikan ialah perbaikan sumber daya manusia seperti pendidik yang belum optimal dalam mengembangkan potensi yang dimilikinya, sehingga mempengaruhi pola pengelolaan pada pendidikan anak usia dini (Gilmour et al, 2018;Macías, 2018;Maiza & Nurhafizah, 2019;Roza et al, 2020).…”