Roles of Teachers and Learners

Roberts, Cheryl; Krasnick, Harry

doi:10.2307/3587291

Cited by 6 publications

(8 citation statements)

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“…13 Thus, an interactional identity may be continuous and multiple at the same time, as well as individual and common at the same time. 14 13 This finding contradicts the view that language teachers (educators) have specific roles in interaction with static purposes and ways of enactment, as stated by Brown (2007), Oxford et al (1998), J. C. Richards and Rodgers (2014), Ur (1996), andWright (1991). 14 This finding elaborates deeply on the understanding that interactional identities consist of or involve ways of enactment (as in Tracy & Robles, 2012;Zimmerman, 1998).…”

Section: T a B L Ementioning

confidence: 96%

“…Separately, other scholars have classified classroom participants' roles as part of implementing language teaching methods or approaches with little consideration of such organizations of classroom interaction. For instance, Wright (1991) and Oxford et al (1998) proposed teacher roles for the design and orchestration of lessons and the organization, assistance, and monitoring of language learning. Ur (1996) and Benson (2013) provided a set of tasks for language teachers (as self‐directed instructors, advisors, and developers) to foster learner motivation, autonomy, and better performance.…”

Section: Interactional Identities In English Language Education Class...mentioning

confidence: 99%

“…Nonetheless, in English language education, teacher‐educator interactional identities are generally perceived as the roles that indicate what they should be and do in the classroom by following guidelines of language teaching methods, approaches, and discourses (see Benson, 2013; Brown, 2007; Celce‐Murcia & Olshtain, 2000; Pritchard, 2009; J. C. Richards & Rodgers, 2014; Wright, 1991). Therefore, teacher‐educators should play the roles of presenters, knowledge sharers, and models in developing, enriching, or even coaching students' thinking, cultural sensitiveness, professional learning, and systems of ideas and beliefs (see Du et al, 2014; Izadinia, 2012; O'Dwyer & Atli, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The enactment of teacher‐educator interactional identities in the classrooms of English language education

Lucero‐Babativa

2023

TESOL Journal

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This research article presents a study on teacher‐educator interactional identities in English language education. The study extends conversation analysis by doing co‐analysis and member‐checking with three participating teacher‐educators to analyze the enactment of their interactional identities in language‐based and content‐based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher‐educator interactional identities to explain how English language education occurs during classroom interaction.

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Section: T a B L Ementioning

confidence: 96%

Section: Interactional Identities In English Language Education Class...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The enactment of teacher‐educator interactional identities in the classrooms of English language education

Lucero‐Babativa

2023

TESOL Journal

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“…Meanwhile Wright (1991) mentions the roles of a manager, a source, a guide, an evaluator, an organizer, and an instructor. He further explains that these roles come from two major roles.…”

Section: Teacher Roles In Fostering Learner Autonomymentioning

confidence: 99%

Teacher Roles in Fostering Learner Autonomy

Azhariah,

Lengkanawati,

Rodliyah

2023

SALEE

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Learner autonomy has been introduced to English language teaching and learning for a very long time. Yet, there are many education practitioners who are not aware of this concept, pre-service teachers, or what we can call future teachers are not exceptions. This study was aimed to investigate pre-service teachers’ practice in fostering learner autonomy during pre-service teaching programs. A survey questionnaire was employed to 78 pre-service teachers majoring in the English Education Program at one University in Indonesia. The results showed that the pre-service teachers often played teachers’ roles in fostering learner autonomy during the pre-service teaching program. They played various roles such as manager and organizer, facilitator, counselor, and resource. The most played role was manager and organizer, meanwhile the least played role was facilitator.

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“…It is undeniable that the role of teachers is of paramount significance in language teaching, especially in the lesson involving preschoolers. Besides the role of imparting knowledge to students, it is their responsibility to create the learning conditions in which students can be exposed to the language at most (Wright & Wright, 1987). These roles are even more emphasized in teaching very young learners as a matter of fact that these students depend greatly on their teachers' guidance.…”

Section: Introductionmentioning

confidence: 99%

Difficulties encountered by teachers in using storytelling to teach very young learners

Doan

Quyen

2023

HCMCOUJS - SOCIAL SCIENCES

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Storytelling is widely applied in second language teaching, especially to Very Young Learners (VYLs), as this teaching technique is believed to be highly effective. However, storytelling application in VYLs classrooms may be challenging since these learners possess unique characteristics in terms of second language acquisition, which might cause a variety of difficulties for teachers. This paper examines the difficulties Vietnam - USA Society English Center’s teachers encounter during their storytelling application to teach VYLs. Accordingly, 60 teachers at the language school, who were selected based on their teaching experience, participated in the study. An online survey was carried out in order to find out the participants’ opinions on storytelling application challenges regarding the teaching method, the learners’ characteristics, and the materials. Additionally, in-depth interviews were conducted with twelve randomly chosen teachers to better understand their rationale and suggestions for those difficulties. For data analysis, descriptive statistics were calculated for questionnaire information while the qualitative responses were transcribed and put into themes. The results revealed that the participants encountered certain challenges while delivering storytelling lessons which mainly stemmed from the students and other subjects namely teachers and materials. The findings from this study may help teachers to mitigate the challenges of the storytelling lesson.

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Roles of Teachers and Learners

Cited by 6 publications

References 0 publications

The enactment of teacher‐educator interactional identities in the classrooms of English language education

The enactment of teacher‐educator interactional identities in the classrooms of English language education

Teacher Roles in Fostering Learner Autonomy

Difficulties encountered by teachers in using storytelling to teach very young learners

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