Innovating EFL Teaching of Reading: An Activity Theory Perspective on Chinese Teachers’ Readiness to Adapt to Educational Reform

Yang, Hongzhi; Bernat, Eva

doi:10.1057/9780230347823_13

Cited by 2 publications

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“…Whether a junior or senior teacher, guidance was needed to know one's strengths and areas of growth. Teachers benefit from such guidance at different stages of their careers from teacher education training (Nguyen & Yang, 2018;Valencia et al, 2009), to the initial induction into an organization (Ahn, 2014;Yang & Bernat, 2011), and with continued professional development (Li, 2016;Yan & Yang, 2019). Guidance, thus, is seen as helping establish a path towards continued growth and development.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China

Robinette¹

2020

The Journal of AsiaTEFL

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Section: Discussionmentioning

confidence: 99%

Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China

Robinette¹

2020

The Journal of AsiaTEFL

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“…These studies have suggested that many EFL teachers are familiar with a broad range of techniques. To some degree, this familiarity may reflect curriculum reforms, especially in Asian countries, focusing on new techniques in language teaching (Guangwei & McKay, ; Musthafa, ; Yang & Bernat, ). Some of the most intriguing results have come from studies, like Butler's and Zheng Lin's, which have documented EFL teachers working together to create instruction that includes a mixture of techniques and that is tailored to their particular local contexts.…”

Section: Current Research On Efl Teaching Methodologymentioning

confidence: 99%

Cross‐Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

Vroom

Seaman

2014

TESOL Journal

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One of the most significant trends in contemporary English language teaching is the dramatic increase in English as a foreign language (EFL) programs for younger children (ages 3–12) in school systems throughout the world. These programs have created special challenges for teachers who are nonnative English speakers (NNES). To document the methodology of NNES teachers of younger children, the authors of this article created 14 classroom teaching videos which were embedded in a web‐based survey. This survey was sent to EFL teachers of children in schools throughout Asia and Latin America as a needs analysis for teachers who would be participating in training programs related to an international textbook series. The results of this survey challenge the stereotypes about these teachers, deepen our understanding of their methodological practices, and provide models for professional development. Although some of the techniques were more familiar to the respondents than others, most of the teachers in this study indicated that they use a broad range of techniques within their local communities of practice. These teachers expressed their willingness to adopt the less familiar techniques if they were provided with appropriate materials and training. Finally, most of the teachers in this study favored collaborative, relational forms of professional development.

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Innovating EFL Teaching of Reading: An Activity Theory Perspective on Chinese Teachers’ Readiness to Adapt to Educational Reform

Cited by 2 publications

References 0 publications

Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China

Teachers’ Training Needs for Reading Instruction : Perspectives from Teachers at English Education Centers in China

Cross‐Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

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