Teachers’ knowledge and experience in the discourse of foreign-language classrooms

Lacorte, Manel

doi:10.1191/1362168805lr174oa

Cited by 11 publications

(8 citation statements)

References 30 publications

(19 reference statements)

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“…Current trends in language teaching include applying the National Standards for Foreign Language Learning to facilitate the development of communicative and cultural competence (National Standards, 1999) through learner‐centered instructional practices (Hall Haley, 2001; Lacorte, 2005; Vélez‐Rendón, 2002). Antón (1999) has stated that “teaching methodologies based on Communicative Language Teaching suggest that there is a benefit from switching from the traditional teacher‐centered class to a learner‐centered classroom setting” (p. 303).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Perceptions of Arabic and Chinese Teachers Toward Transitioning into U.S. Schools

Haley¹,

Ferro²

2011

Foreign Language Annals

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Arabic and Chinese are 2 of 13 languages designated as “critical” by the U.S. Department of State. There is an urgent need to expand the teaching force in these languages. Understanding how best to prepare critical language teachers from abroad is imperative. This study examined the perceptions of 16 pre‐ and in‐service teachers (6 Arabic and 10 Chinese) who attended four interactive professional development workshops and a weeklong online learning community that focused on learner‐centered approaches to language teaching as highly effective tools for teaching “critical” languages. Results indicated that teachers clearly acknowledged and were aware of the differences between their own schooling and how they were expected to teach in the United States.

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Section: Introductionmentioning

confidence: 99%

Understanding the Perceptions of Arabic and Chinese Teachers Toward Transitioning into U.S. Schools

Haley¹,

Ferro²

2011

Foreign Language Annals

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“…Creese 2002;Duff 2002) and contributed to an improved understanding of pedagogic practice (e.g. Walsh 2002Walsh , 2006bCarless 2004;Dufficy 2005;Hammond & Gibbons 2005;Lacorte 2005;Gibbons 2006;Richards 2006a;Pinter 2007;Sakui 2007). Gieve & Miller (2006) provide a discussion of relevant issues and Chavez's (2006) study of experienced teachers of German illustrates how narrow but very rich data sets can be exploited to excellent effect.…”

Section: Approaches To Teachingmentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

115

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This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

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“…According to the British Council conference findings (2016), the Communicative Approach succeeded in making the students communicate, using the target language, even at a beginners' level, through advocating more emphasis on skills than systems and utilizing new syllabus design that targeted natural communication exchanges. In assessment, students were evaluated on the level of communicative competence rather than on explicit knowledge of the language (Lacorte, 2005). Another positive perception associated with adopting the approach was that CLT was expected to help tutors keep up with the developments in English language teaching according to Western standards.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the Communicative Approach: The Tripod Construct

Al-Khatib

2017

Preprint

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The Communicative Approach (CA) has been adopted in English Language-Learning contexts as the ultimate solution in English language teaching, following dissatisfaction with the structuralist approaches, grammar drills and audiolingualism (Liao, 2004; Hiep, 2007). The Communicative Approach promised rapid results in English language learning, however concerns have been voiced on a perceived decline in students’ performance in writing proficiency, following the shift in focus to communication (Lakhwe, 2016; Maalouf,2016). Thirty years after its implementation, calls were made to reevaluate the Communicative Approach based on case studies and results from ELL contexts (Bacha, 2016; Samra, 2016). Arguments provided that what may work in native contexts may not have the same impact in non-native learning contexts (Lakhwe 2016, Ghadi, Biddou and Boukanouf 2016). This case study seeks to identify the main tenets of the Communicative Approach in non-native contexts, and to recommend essential components to its application. The study is based on data collected from 198 students doing English communication skills courses and 45 participating English tutors in an English foreign language (EFL)university context, Lebanon. Findings suggest that performance remains the evidence of competence; however appropriate language performance is essentially reflective of a tripod model of CLT that incorporates correct linguistic application, appropriate sociolinguistic awareness and higher order strategic maneuverability.

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Teachers’ knowledge and experience in the discourse of foreign-language classrooms

Cited by 11 publications

References 30 publications

Understanding the Perceptions of Arabic and Chinese Teachers Toward Transitioning into U.S. Schools

Understanding the Perceptions of Arabic and Chinese Teachers Toward Transitioning into U.S. Schools

Trends in qualitative research in language teaching since 2000

Revisiting the Communicative Approach: The Tripod Construct

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