Suchergebnisse

The motivation underlying this research is the indisputable importance of teachers' involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers' involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed LamineDebaghineSetif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers' role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Despite this, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers' voice.

AbstractThe implementation of curriculum 2013 contains complex aspects and a high standard of national education target. Changing elements from curriculum KTSP into curriculum 2013 must be understood, adopted, adapted and manifested in the teaching and learning process by the teachers. The eight Standards of National Education as the guideline for the teachers in implementing curriculum 2013 are obligatory. These standards include (1) Standard of Content, (2) Standard of Graduation Competency, (3) Standard of Process, (4) Standard of Educator and Education Staff, (5) Standard of Facilities, (6) Standard of Management, (7) Standard of Finance, and (8) Standard of Evaluation or Assessment. However, there are constraints faced by English teachers at SMA Negeri 1 Bengkayang in implementing curriculum 2013. A case study was designed to solve this problem. There were three sources of data used in this research, namely documentation of curriculum 2013 of SMA Negeri 1 Bengkayang, interview and direct-observation toward the implementation of curriculum 2013 in teaching learning activity. The results establish that the common constraints faced by the English teachers were the standard of graduation competency, the standard of evaluation/assessment, the standard of process and the standard of facilities. One of the efforts that can be done in solving these teachers' constraints is by discussing the problems to the principal and the school community based on the constraints that they face. Moreover, the government as the authority responsible for the implementation of the curriculum has to give more training and guidance to the teachers. Keywords: Curriculum 2013, implementation, EFL Teachers' constraints

AbstractThe implementation of curriculum 2013 contains complex aspects and a high standard of national education target. Changing elements from curriculum KTSP into curriculum 2013 must be understood, adopted, adapted and manifested in the teaching and learning process by the teachers. The eight Standards of National Education as the guideline for the teachers in implementing curriculum 2013 are obligatory. These standards include (1) Standard of Content, (2) Standard of Graduation Competency, (3) Standard of Process, (4) Standard of Educator and Education Staff, (5) Standard of Facilities, (6) Standard of Management, (7) Standard of Finance, and (8) Standard of Evaluation or Assessment. However, there are constraints faced by English teachers at SMA Negeri 1 Bengkayang in implementing curriculum 2013. A case study was designed to solve this problem. There were three sources of data used in this research, namely documentation of curriculum 2013 of SMA Negeri 1 Bengkayang, interview and direct-observation toward the implementation of curriculum 2013 in teaching learning activity. The results establish that the common constraints faced by the English teachers were the standard of graduation competency, the standard of evaluation/assessment, the standard of process and the standard of facilities. One of the efforts that can be done in solving these teachers' constraints is by discussing the problems to the principal and the school community based on the constraints that they face. Moreover, the government as the authority responsible for the implementation of the curriculum has to give more training and guidance to the teachers. Keywords: Curriculum 2013, Implementation, EFL Teachers' Constraints

This research aimed to investig­ate the characteristics of effective EFL teachers as viewed by the students and various characteristics of effective EFL teachers as viewed by the different students' English achievement. This research was designed by using qualitative research. This research applied purposive sampling technique. The participants of this research were two classes of SMA Negeri 17 Makassar in the academic year 2015/2016. The data was collected through class discussion and individual interview. The results of this research suggest that EFL teachers are need to focus on 15 characteristics indicated effective EFL teachers based on government rules (Permendiknas number 16/2007) which are placed into four categories, they are pedagogical, personal, professional, and social competences and in addition, teachers need to improve their academic qualification, pay attention to physical appearance, and adopt the characteristics of younger and female teachers as the most favored by the students. Furthermore, the different students' achievement affects their view of various characteristics of effective EFL teachers covering assessment and evaluation, learning process, the use of social media, what should be understood, and appearance.

his study intends to examine views of Turkish EFL instructors on critical pedagogy. The participants (N=9) were experienced instructors working at two Turkish universities. There were 21 instructors in total. Nine of these instructors participated in the study.This study was designed as qualitative and descriptive including open-ended questionnaire. The participants were informed that they would be interviewed about critical pedagogy. They were given detailed information about the content of critical information. After this stage, they were given open-ended questions. Nine experienced instructors from two Turkish universities were asked whether they used aspects and dimensions of critical pedagogy in their classrooms. The data were analyzed using inductive content analysis. Inductive content analysis allows researchers to discover new concepts while examining the data. In line with this approach, the data obtained from the participants were analyzed in accordance with the aspects and dimensions identified in critical pedagogy. The findings of the study show that the participants avoided using on-the-agenda topics to discuss in classroom settings since certain topics, particularly political issues, were found risky. The participants tended to follow the topics covered in course books. Therefore, some discussion topics on the agenda were consciously framed, primed and selected. Teachers can take initiatives and warm up learners by presenting less risky topics to help them adapt themselves to topics not represented in course books or curriculum. In addition, teachers can show learners videos about how students from other cultures debate risky or taboo topics. This kind of application can help them take these as role models. Teachers should endeavor to create a democratic environment for learners to have the opportunity to discuss topics identified in critical pedagogy. In future studies, critical pedagogy in ELT can be initiated at primary schools so that a democratic culture can be developed at early ages to take action, responsibilities and initiatives. Adoption of this pedagogical approach may activate new paradigms and parameters for both teachers and learners in foreign language teaching context. ; Eleştirel pedagoji yirminci yüz yılın başlarından beri gelişmeye başlamasına rağmen İngilizce öğretmenliği alanında yaygınlaşamamıştır. Kuramsal olarak çok güçlü olmasına rağmen uygulamada istenilen düzeyde sınıf ortamında bir yaklaşım olarak benimsenmemiştir. Bunun muhtemel nedenlerinden biri ders kitaplarının, programların ve müfredatın yaygınlaşmasının geciktirmiştir. Kurs kitaplarının, müfredatın ve öğretmenlerin belli bir konuyu anlatırken çerçevelemesi öğrencileri belli kuramların önüne geçmesi eleştirel pedagojinin konulardan uzak tutmaktadır. Çünkü müfredat ve kurs kitapları seçilirken konuların içeriği riskli konulardan kaçınmayı gerektirebilir. Böylece, bazı konular hem uygulayıcılar hem de öğrencileri için tabu ive riskli hale getirilmektedir. Bu sorunsalın Eleştirel pedagojinin İngilizcenin yabancı dil olarak öğretildiği sınıflarda Türkiye'de ortamında incelenmesi önemli görünmektedir. Bu çalışmanın amacı Türkiye'de iki üniversitede İngilizce dersleri veren okutmanların eleştirel pedagoji üzerine görüşlerini araştırmaktır. Eleştirel pedagoji, küresel ve bölgesel bağlamda sorunların ifade özgürlüğü çerçevesinde tartışılmasını içerdiği için bu çalışma okutmanların sınıf ortamında eleştirel pedagojiyi ne ölçüde kullandıklarını araştırmıştır. Çalışmanın diğer bir amacı da katılımcıların ders kitapları ve içeriği hakkında düşüncelerini eleştirel pedagoji çerçevesinde ele almaktır. Çalışmanın ikincil amacı okutmanlara açık uçlu sorular sorarak farkındalığı arttırmaktır. Bu çalışma, İngilizceyi yabancı dil olarak öğreten okutmanların eleştirel pedagoji üzerine görüşlerini incelemeyi amaçlamaktadır. Katılımcılar (N = 9) iki Türk üniversitesinde deneyimli okutmanlardan oluşmaktadır. İngilizceyi yabancı dil olarak öğreten deneyimli İngilizce okutmanlarının eleştirel pedagoji üzerine görüşlerini araştırmak üzere tasarlanan bu çalışma nitel bir araştırma yöntemi olarak tasarlanmıştır. Altı sorudan oluşan açık uçlu bir anket formu oluşturulduktan sonra veriler, tümevarım içerik analizi incelenmiştir. Katılımcıların her bir cümlesi eleştirel pedagoji kavramları ve tanımları çerçevesinde incelenerek kodlama yapılmıştır ve belli kavramlar ön plana çıkmıştır. Sorular eleştirel pedagojinin tanımları ve özellikleri göz önünde bulundurularak hazırlanmıştır. Elde edilen veriler araştırmacılara yeni kavramlar ortaya çıkarmada yardımcı olan tümevarım içerik analizi yöntemiyle analiz edildi. Çalışmanın bulguları, katılımcıların belirli konularda, özellikle de siyasi konularda, riskli olduklarından, sınıf ortamında tartışmak için gündemde yaşanan konuları kullanmama eğiliminde olduğunu göstermektedir. Katılımcılar daha çok ders kitaplarındaki konuları takip etme eğilimindeydi. Bu nedenle, bu çalışma gündemle ilgili bazı tartışma konularının bilinçli olarak çerçevelendiğini, hazırlandığını ve seçildiğini bulmuştur

The present study investigates the changes that English Grammar has undergone throughout the last four decades and how these alterations are depicted in Grammar Teaching Books. The conduct of the current study based not only on the analysis of printed material and electronic sources that examine language change and variation in contemporary English but also on the employment of actual Grammar Teaching Books, used for the acquisition of English as a second or foreign language. A vast number of valuable and reliable articles and books functioned as the theoretical background of the research Through the comparison and contrast between the presented theory and the grammatical exercises, it was found out that the English we speak now is not the same language with what speakers used some years ago. The fact that a language undergoes changes is an unavoidable process, which is marked by the emergence of some forms and the disappearance of the weaker and less common ones. Thus, the inevitable and continuous nature of such changes render their investigation as an effective and useful pedagogical tool that has to be taken into consideration in the learning and teaching process of English as a second or foreign language.

AbstractAlong with mastery of the grammar and vocabulary of a given language, contemporary students are also expected to acquire intercultural communicative competence (ICC), i.e., the ability to use the language efficiently with regard to the sociocultural background of the communicative situation. This requirement should also be reflected in FL course-books, which are considered to be fundamental didactic tools in FL education, even in an era of information communication technologies. Therefore, the aim of the present paper is to report the results of the research focused on the investigation of intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages.To validate the findings of the content analysis, as the main research method, the method of triangulation was used, i.e., the results of the course-book package analyses were compared with those of observation and interview analyses. The findings of the research revealed that in the investigated course-book packages only some aspects of the intercultural component could be considered relevant because they were suitably treated.

This sociocultural linguistic study aimed investigating the teachers' identity representation in their classroom interactions. This study was conducted by considering the significant roles the teachers played in orchestrating classroom activities which involved the accumulation of the teachers' efforts, values and beliefs. The findings revealed that the teachers exposed their identity in differentways for both different roles and local positioning which were culturally, socially, politically, and religiously constructed. The teachers also perceived their identity which could be clustered into four broad areas which showed their understanding and the significant functions of their identity representation. Some pedagogical implications were derived from these findings

The belief and value of teaching as a lifelong learning has long rooted in educational environment. Indonesian context is no exception. Despite of that emerging phenomenon, yet, there are only few evidences that can depict on how such point of view is constructed among EFL teachers in Indonesian context. This study was aimed to investigate EFL teachers' perception towards teaching as a lifelong learning and to depict the factors that contribute to shape it. This study employed qualitative approach with a case study design. The participant involved were 16 EFL teachers from five different schools in West Java, Indonesia. The data were collected by using questionnaires and interviews. This study used several dependent variables on philosophical of teaching and lifelong learning in order to describe the component that arised from the data collection. The results showed that firstly teachers do believe that learning is inseparable from their identity and profession as educators. Secondly, external factors such as societal and governmental expectation and value have contributively shaped teachers' belief in teaching as lifelong learning. Key words: EFL Teachers' perception; Teaching, Lifelong Learning