Language Teaching in Turbulent Times: Curriculum-Savvy Teachers for Curriculum Success and Sustainability

Daoud, Mohamed Ahmed

doi:10.22599/baal1.k

Cited by 5 publications

(8 citation statements)

References 17 publications

(22 reference statements)

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“…The present study grounded in the humanistic curriculum, communicative language teaching (CLT), needs analysis, and post-method pedagogy is in tandem with theoretical underpinnings of teaching language through literature. These approaches place heavy emphasis on learners and learning (Daoud, 2017;Thornburry, 2011). While literature hardly existed in early ESL and EFL programs, it has gained currency in most of the textbooks and materials taught to learners under the auspices of CLT.…”

Section: Literature Reviewmentioning

confidence: 99%

A Look into Literature Courses in Pre-Service Teacher Training

Al-Kadi

Hezam

2021

TTS

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This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.

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Section: Literature Reviewmentioning

confidence: 99%

A Look into Literature Courses in Pre-Service Teacher Training

Al-Kadi

Hezam

2021

TTS

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“…The first stage in teaching is to create a study plan, also known as a lesson plan. In ELT, the lesson plan is essential because it allows language teachers to balance curriculum success and long-term sustainability (Daoud, 2019). Fernandez (2002) states that the origins of the lesson plan can be traced back to Japan in early 1900.…”

Section: Introductionmentioning

confidence: 99%

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Akmal

Fitriah

Fadhilah

2022

SiELE

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The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.

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“…Since then, the country has witnessed severe political, economic, and social turmoil. This political unrest has significantly affected the educational system in Tunisia due to the frequent change of appointed governments and ministers, 1 https://en.wikipedia.org/wiki/Berbers#cite_note-18 especially for English language teaching policy (Daoud 2019). The status of English in Tunisian education is still in the second place after French.…”

Section: Challengesmentioning

confidence: 99%

“…They were just appointed in their universities through a random process that the ministry of higher education follows for recruitment. Moreover, as noted by Daoud (2019), ESP teachers in Tunisia have no special training and are often left on their own to design the curriculum. This fact has led to closing undergraduate programs in business English at some universities.…”

Section: Challengesmentioning

confidence: 99%

“…Jules and Barton (2018) claim that the high number of unemployability among Tunisian university graduates is mainly due to the mismatch between their education and the demands of the labor market. In an attempt to narrow the gap between the job market and graduates' qualifications, the LMD (BA -MA -PhD) system was According to Daoud (2019), the advance in information technologies created new challenges for both teachers and students in Tunisia as it deepened the divide between what students learn in the classroom and what they actually need in the real world. He further explains his idea when he states: "This poses the challenge of motivating students and the even bigger challenge of maintaining the level of motivation achieved and raising it even higher in any given lesson or a whole course within and beyond the classroom" (Daoud 2019, 181).…”

Section: Challengesmentioning

confidence: 99%

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The Use of Motivational Strategies in the EFL Classroom

Kouraïchi

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Keller (2010) ARCS-modellje a második nyelvi motivációs elméletek és az osztálytermi gyakorlat közötti szakadékkal foglalkozik, melyben a motiváció négy kategóriájára összpontosít: figyelem, relevancia, bizalom és elégedettség. Jelen kutatás célja, hogy betekintést adjon a tunéziai egyetemi tanárok motivációs stratégiáiba, melyeket a tantermi oktatás során alkalmaznak (MotS) (Dörnyei 2001). Továbbá, arról is szót ejtek, hogy a diákok mennyire tartják ezeket a stratégiákat hatékonynak. A tanulmány célja továbbá még annak a feltárása, hogy milyen kapcsolat van a hallgatók önértékelése és a tanáraik által alkalmazott MotS-ek között. Ezen kívül rávilágít minden olyan hasonlóságra vagy különbségre, amely a MotS használatáról beszámoló tanárok és a tényleges motivációs gyakorlatuk között mutatkozik. A kutatási kérdések megválaszolásához és az adatgyűjtéshez a következő eszközöket használtam: (a) az IMMS kérdőívet (Keller 2010), (b) az L2MSS kérdőívet (Dörnyei 2009), és (c) a MOLT osztálytermi megfigyelési sémát (Guilloteaux és Dörnyei 2008). Az adatok elemzéséhez kvantitatív és kvalitatív módszereket alkalmaztam. Statisztikai elemzéseket végeztem a négy MotS-kategória leíró statisztikáinak kiszámítására mind a diákok, mind a tanárok esetében. Ezután független mintás t-próbát végeztünk, hogy megállapítsuk, van-e szignifikáns különbség a diákok és a tanárok MotS-ről alkotott felfogása között. Korrelációs elemzéseket is végeztem, hogy az L2MSS-modellen keresztül azonosítsam az alkalmazott MotS hatását a diákok jövőbeli önképére. A megfigyelési eredményeket először kvalitatív módon elemeztem a MOLT sémát követve. Az eredmények azt mutatják, hogy jelentős különbség van a tanárok és a diákok visszajelzésében, ami a MotS-ot illeti. A diákok eredményeit az órai megfigyelések során megerősítették. Ezen túlmenően az L2MSS és az IMMS kategóriák közötti összefüggések a kérdőíves eredmények fényében voltak megmagyarázhatóak.

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Language Teaching in Turbulent Times: Curriculum-Savvy Teachers for Curriculum Success and Sustainability

Cited by 5 publications

References 17 publications

A Look into Literature Courses in Pre-Service Teacher Training

A Look into Literature Courses in Pre-Service Teacher Training

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

The Use of Motivational Strategies in the EFL Classroom

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