Not Quite What It Seems: Rethinking the Way We View Teachers’ Beliefs and Practices – A Case Study of a Malaysian ESL Teacher

Jerome, Collin; Samuel, Moses

doi:10.17576/3l-2017-2304-01

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…In the context of the current study, identity is explored using a combination of self-constructed metaphors and the role she plays in language teaching. Although Jerome and Samuel (2017) found that their participant's role as a facilitator converges with her classroom practices, their finding lacks clarity regarding TEYL teacher identity. Hence, it is valuable to discover teacher's experience and understand the voice of those who are directly involved in teaching English to young learners.…”

Section: The Participant and Research Contextmentioning

confidence: 89%

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Ahmad¹,

Samad²

2018

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Metaphor and metaphorical expressions are phenomena of interest in teacher education research and research on teacher identity. However, little attention has been given to teaching of English to young learners (TEYL) teachers' metaphorical expressions, and what these expressions might tell us about their identities and experiences. This study explores the metaphorical expression constructed by an experienced teacher to describe what it means to be a TEYL teacher in the ESL context. Data were gathered from semi-structured interviews, stimulated recall interviews, and a metaphor elicitation prompt: 'Who do you see yourself as a teacher?' The results revealed that while the metaphorical expression of 'mother' stands out as a concept that associates teaching with being nurturing, the teacher's enactment of other roles; projected as 'knowledge provider', 'law enforcer', and 'facilitator', is more strongly oriented to the behaviourist idea of teaching. These findings shed light on the role of identity in expanding the in-service teachers' perspective of teachers and teaching using selfconstructed metaphors. A major recommendation of this study is that teacher educators need to promote reflective practice in TESL teacher training to critically explore the concept of knowledge about self.

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Section: The Participant and Research Contextmentioning

confidence: 89%

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Ahmad¹,

Samad²

2018

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“…Teachers play a significant role in shaping students' motivation in the learning process. According to the study by Jerome and Samuel (2017), experienced teachers have the ability to be more sensitive to the needs and wants of students in the classroom when compared to new teachers. Podolsky et al (2019) in their study found a positive relationship between the length of a teacher's experience and the level of student achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

Zulkifli¹,

Kutty²

2022

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Motivational strategies refer to the approaches taken by teachers in determining and maintaining students' motivation in the teaching process. Teachers play a key role in determining the direction of students' motivation in their classrooms. This quantitative pilot study employed survey research design to provide preliminary evidence on the types of motivational strategies used in teaching the English Language. The study also aimed to identify whether there is a relationship between teacher's specialization and length of teaching experience with teacher's use of motivational strategies. A total of 33 Primary School English Committee Leaders were selected through simple random sampling. The study instrument was adopted from the Motivational Strategies Questionnaires. Data analysed using SPSS version 26, showed that "appropriate teacher behavior" was the most frequent used strategy, while "encouraging students' autonomy" was the least used motivational strategy. Meanwhile, correlation analysis showed that there was no significant relationship between teachers' specialization and length of teaching experience with teachers' motivational strategies. The implications of this study are important for the teacher training department where consideration on the motivational strategy approach used by teachers need to be incorporated in the training they organise.

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“…Although the issue of using L1 in the L2 classroom has not been discussed openly among L2 teachers, their actual classroom practice regarding the L1 use is reportedly to be different (Engku Haliza et.al 2013). Time constraint and teaching experience may have direct influence over teachers' teaching practice including the use of L1 during the lessons (Jerome 2017). Farrel (2019) stated that there are studies that reveal teachers' stance towards L1 is contrary to their language use in the classroom (Tsagari & Georgiou 2016;Alrabah, Wu, Alotaibi & Aldaihani 2016;Imran and Wyatt 2015).…”

Section: Micro-functions Of L1 In the L2 Classroommentioning

confidence: 99%

Investigating the utilisation of the Micro-Functions of Bahasa Melayu by English Teachers

Zain

Aziz

Krish

2021

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The controversy over the use of first language (L1) in the second language (L2) classroom has been discussed extensively by numerous scholars in which they either advocate or reject the utilisation of L1 in the target language (TL) classroom. Although the proponents of the monolingual approach argued that there are many disadvantages of utilising the L1, they have yet to present empirical findings to demonstrate that L1 could ultimately hinder the L2 learning. In most L2 classrooms, teachers and students often share similar experiences of L1 utilisation, including in English language classroom in Malaysia. Therefore, it is common for teachers to feel the inclination to use L1 when the other options have failed to explain something during the lessons. A considerable number of local and international studies have pointed out on the wide range of L1 use by L2 teachers. Thus, this study intended to investigate the specific utilisation of micro-functions of L1 (Bahasa Melayu) by English (L2) teachers. A total of 899 English teachers from Pahang were randomly selected to respond to a survey questionnaire which consists of 43 items that represent a myriad functions of Bahasa Melayu (BM). The findings of the study showed that the majority of the respondents utilised a significant number of micro-functions of BM to teach English particularly to assist them in delivering the content of the lessons while its usage was so significant for classroom management and social and interpersonal reasons. The study proposes a need for proper guidelines on how and when teachers should use L1 in L2 teaching.

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Not Quite What It Seems: Rethinking the Way We View Teachers’ Beliefs and Practices – A Case Study of a Malaysian ESL Teacher

Abstract: Research has shown that there is high congruity between pedagogical beliefs and classroom practices among

Cited by 6 publications

References 14 publications

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

Investigating the utilisation of the Micro-Functions of Bahasa Melayu by English Teachers

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