Exploring elementary english teachers’ practical knowledge: A case study of EFL teachers in Taiwan

Chou, C. Candace

doi:10.1007/bf03025668

Cited by 19 publications

(14 citation statements)

References 14 publications

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“…In 2001 the Taiwanese Ministry of Education launched the Nine-Year Joint Curricula Plan to make English a required course for all students from fifth-grade onwards, as opposed to such classes only starting in junior high schools before then (Chern 2002). Two years later, in 2003, the age at which formal English language education began for Taiwanese elementary school children was further lowered to the third grade (Chou 2008). These changes have resulted in English becoming the most commonly studied foreign language in Taiwan, as well as the only required foreign language at all levels of Taiwan's education system (Chern 2002).…”

Section: Foreign Language Education In Greater Chinamentioning

confidence: 99%

Multilingualism and higher education in Greater China

Gao

Zheng

2019

Journal of Multilingual and Multicultural Development

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There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump's aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Mainland China's 'Belt and Road' initiative and Taiwan's 'New Southbound Policy'. Thus, it remains pertinent to explore the policies and practices of multilingual education expansion in this region, as the success or failure of the globalisation initiatives may have profound consequences for the prospects of multilingual and multicultural development at universities in the Greater China region and perhaps around the world. This special issue presents empirical studies in which the authors, as insiders engaged in the new wave of language policy shifts, offer diverse perspectives on issues including foreign language curricula, learners' motivational identities and teachers' professional development. We contend that to sustain the increase in multilingual education, the tensions between global English and LOTEs, between individual identity and contextual variation, and between instrumental orientation and translanguaging/transcultural values of language learning need to be addressed.

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Section: Foreign Language Education In Greater Chinamentioning

confidence: 99%

Multilingualism and higher education in Greater China

Gao

Zheng

2019

Journal of Multilingual and Multicultural Development

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“…Obtaining this can be through promoting the use of group development based on the teachers' experiences in training programs presenting an opportunity to motivate other colleagues creating communities of teachers sharing concerns and interests to engage in growth as a group. Chou (2008) conducted a case study on three in-service teachers through interviews and classroom observation, teachers' reflective journals and teaching materials. The study came up with the conclusion that in order to make elementary English instruction successful in an EFL context, it is necessary to set up a sound in-service teacher training program for English teachers.…”

Section: Efl Teachers and Professional Developmentmentioning

confidence: 99%

Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

Malihi¹

2015

ELT

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This study aimed to investigate EFL elementary school teachers' perception of their own readiness to teach young learners at Saudi schools as it has been recently introduced at this level. Further, it inspects their major needs that should be considered when developing teacher-training programs. A questionnaire was distributed targeting elementary EFL teachers. 114 responses from both male and female EFL elementary school teachers from different areas of the kingdom of Saudi Arabia mostly from the eastern province were collected. Data was analyzed and computed. The results revealed that most of the EFL teachers were not fully ready to teach at this level since more than half of them did not receive enough pre-service nor in-service training concerning young learners' teaching. Additionally, the teachers' responses showed high enthusiasm towards teaching elementary students and considered it as a necessity. The study also surveyed the teachers' perception of their own needs in terms of teacher training programs for these to be designed based on their personal point of views. Their priorities were mostly centered on using technology in young learners' classrooms, methods and teaching strategies that suits young learners, and choosing and designing materials and activities that are suitable for the developmental stages of children. The study came up with valuable insights to those who are concerned and involved in teacher training.

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“…In between the terms 'pedagogical knowledge' and 'teacher cognition' lies the term 'practical knowledge'. Practical knowledge strongly influences and shapes teaching activities as it consists of the cross between declarative and procedural knowledge, values, beliefs, and reasons (Chou, 2008). Practical knowledge emphasizes the knowledge of rather than for teachers (Fenstermacher, 1994).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Non-Native EFL Teachers’ Knowledge Base: Practices and Perceptions

Jansem

2014

IJALEL

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This qualitative study was conducted to explore non-native EFL teachers' knowledge base performed during instruction, perceived knowledge base underlying teaching practices, and perceived pathways of knowledge base construction. The data from four sources including video recordings of classroom observations, interviews, detailed field-notes taken during classroom observations, and participants' reflections revealed that the eight participants integrated knowledge of the English language, other content areas, instructional delivery, classroom management, and the changing world and social contexts in their instruction. The findings indicated that the participants realized that their knowledge consisted of language construction and skills, other content areas, ability to teach, understanding students' strengths, weaknesses, and needs, the changing world, social contexts, and technology, as well as problem solving ability. Also, they perceived teacher education programs, additional learning experience, teaching experience, in-service professional development activities, and a working environment as key sources of knowledge base construction for non-native teachers.

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Exploring elementary english teachers’ practical knowledge: A case study of EFL teachers in Taiwan

Cited by 19 publications

References 14 publications

Multilingualism and higher education in Greater China

Multilingualism and higher education in Greater China

Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

Exploring Non-Native EFL Teachers’ Knowledge Base: Practices and Perceptions

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