This study explores teacher student and in-service teacher beliefs about using code-switching in the English language classroom. Language classrooms have long adopted amonolingual approach. However, nowadays many classrooms are multilingual and a shifttowards using multilingual strategies to accommodate multilingual pupils can be seen inboth research and steering documents. Plurilingualism is promoted by the EuropeanCouncil and the Swedish syllabus for English, and research shows that code-switchingcan be one method for pupils to draw from all their language skills. Although amonolingual approach is still considered ideal, in research about teacher and teacherstudent beliefs about code-switching most participants use code-switching. This papertherefore investigates teacher student and in-service teacher beliefs in order to explorehow teachers use code-switching. Using the qualitative method of semi-structuredinterviews and analysing our data with the help of a coding scheme, we found that thoughall participants agree that a monolingual standard is ideal, they believe that it is importantto acknowledge pupils’ multilingual backgrounds and that code-switching can be one wayof doing that while still facilitating learning. We also found that the participants’ use ofcode-switching depends on their pupils’ proficiency, that they mainly use code-switchingfor communicative purposes, and that the participants’ own lingual backgrounds affectedtheir beliefs about code-switching. The result of this paper shows that in-service teachersneed to reflect on how and why they use code-switching while teacher educationprogrammes need to acknowledge multilingual strategies and make students aware ofwhen such strategies are beneficial to learning, and when they are not.

This essay aims to examine the applicability and relevance of subjective reader response in relation to second language (L2) motivation within literature education in the classroom of English as a Foreign Language (EFL). With support from previous research within the field of reader response theory (RRT), this essay argues that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education Thus, this essay answers the following questions: 1) Does subjective reader response contribute to creating motivation among students in EFL (literature) teaching, and if so, how can this theory be implemented? 2) Does subjective reader response support students’ construction of what Zoltán Dörnyei refers to as “Ideal L2 self”? 3) What are the main benefits of using a reader response approach? The results support the hypothesis that a subjective reader response approach contributes to increasing students’ motivation in relation to literature education. Additionally, the study shows that the self-explorative nature of subjective reader response enables students to construct their “Ideal L2 self”.

No description available.

<p>Ciljevi nastave engleskog kao stranog jezika u Japanu prolaze kroz velike promene dolaskom globalizacije i informacionih tehnologija, a jedna takva promena jeste uvođenje engleskog jezika na osnovno&scaron;kolskom nivou. Engleski kao strani jezik postaje obavezan u japanskom obrazovnom sistemu. Prema japanskoj obrazovnoj politici učenici počinju da uče engleski jezik u 5. razredu. U Srbiji situacija je drugačija u tom smislu da je engleski jezik obavezan predmet od 1. razreda osnovne &scaron;kole.<br />U ovoj doktorskoj disertaciji poku&scaron;aćemo da saznamo koje su to metode i tehnike u upotrebi u nastavi engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i u Srbiji. Isto tako, poku&scaron;ačemo da utvrdimo njihovu adekvatnost u smislu postizanja zadatih ciljeva, a samim tim i zaključaka u vezi sa ispunjeno&scaron;ću ciljeva nastave stranih jezika &ndash; plana i programa propisanih od strane Ministrastva prosvete u obe države.<br />Cilj ovog istraživanja jeste definisanje aktivnosti koje se koriste na časovima, interakcije između učenika i nastavnika, upotreba maternjeg jezika na času, kao i komunikacije na osnovu savremenih metodolo&scaron;kih težnji u nastavi engleskog jezika Na osnovu teorijsko-metodolo&scaron;kog okvira, ova studija ima za poku&scaron;aj da defini&scaron;e i uporedi način na koji nastavnici uvode aktivnosti na časovima engleskog, a koje se u smislu komunikacije odnose na osnovno&scaron;kolske politike u Japanu i Srbiji. Relevantno istraživanju, kori&scaron;ćen je metod triangulacije, te su podaci sakupljani putem opservacije časova, intevjua i ankete za nastavnike u elektronskom obliku. Takođe, izvr&scaron;ena je i komparativna analiza udžbenika odobrenih od strane oba ministarstva, a koji su u upotrebi u obe države.</p><p>Opservacije časova engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i anonimno anketiranje nastavnika i intervjui pokazali su kod učenika motivaciju za učenje na visokom nivou, ali metode i aktivnosti kori&scaron;ćene na časovima zajedno sa visokim procentom upotrebe maternjeg jezika (japanskog) dovode do nedostatka komunikacije na času, a samim tim i nedostatka prave komunikacije na engleskom jeziku. Istim istraživanjem u Srbiji do&scaron;lo se do zaključka da je motivacija učenika za učenje engleskog jezika na visokom nivou, kao i da nastavnici teže &scaron;to manjoj upotrebi maternjeg jezika na času, osim kada je to zaista neophodno, kao &scaron;to su obrade gramatičkih jedinica i njihova obja&scaron;njenja, te da se u &scaron;kolama u Srbiji na časovima engleskog jezika teži animaciji učenika, podizanjem motivacije na najvi&scaron;i nivo.<br />Na osnovu dobijenih podataka izneti su zaključci i sugestije kako bi se pomoglo nastavnicima engleskog jezika, kao i implikacije za dalja istraživanja.</p> / <p>The goals of EFL teaching in Japan have<br />recently undergone drastic change, with<br />globalization and information technology&rsquo;s<br />arrival, one such change being the introduction<br />of English at the elementary-school level.<br />English as a foreign language (EFL) in Japan is<br />becoming a mandatory subject in compulsory<br />educational system. According to Japanese<br />educational policy, students are required to start<br />learning the English language in the fifth grade.<br />In Serbia, the situation is different, meaning that<br />EFL has been introduced as a mandatory subject<br />from the first grade of elementary school.<br />In this doctoral thesis we are primarily<br />interested in discovering the methods and<br />techniques used in English language teaching in<br />elementary schools in Japan, as well as in<br />Serbia, and their adequacy in terms of achieving<br />the aims, and therefore fulfillment of the<br />curricula and syllabi regulated by Ministries of<br />education in both countries.<br />The aim of this study is to define the<br />activities used in the classes, interaction<br />between students and teachers, the use of the<br />mother tongue in class, as well as<br />communication on the basis of contemporary<br />methodological aspirations in EFL Teaching.<br />Based on the theoretical-methodological<br />framework, this study attempts to define and<br />compare the ways teachers introduce classroom<br />activities in English that are communicative in<br />their given policy contexts in elementary<br />schools in Japan and Serbia. Using a qualitative<br />descriptive &ndash; triangulation method, relevant to<br />this study, data were gathered by classroom observations, interviews and also a survey for</p><p>teachers in electronic form were conducted. In<br />addition, comparative analysis of textbooks<br />approved by the Ministries and in use in both<br />countries, was conducted.<br />Observations of English lessons in<br />primary schools in Japan, as well as an<br />anonymous survey of EFL teachers revealed the<br />students&rsquo; motivation to learn English is at high<br />level, but the methods and activities used in<br />classes with a high percentage of use of the<br />mother tongue (Japanese) lead to the lack of real<br />English communication in the classroom. Other<br />findings in Serbia revealed the students&rsquo; high<br />motivation for learning English and teachers<br />tending to reduce the use of the mother tongue<br />in class, except when necessary, for presenting<br />and explaining grammar, thereof, English<br />classes in Serbian schools tend to animate<br />students, raising their motivation to the highest<br />level.<br />According to the data obtained,<br />conclusions and suggestions were made in order<br />to help EFL teachers, and recommendations for<br />future research and practice in both countries<br />were also given.</p>

[pt] A presente pesquisa se debruça sobre a produção escrita de aprendizes de inglês como língua estrangeira no Brasil. Analisam-se redações produzidas por alunos de nível intermediário e avançado, com foco em construções cuja inadequação pode ser especificamente associada o emprego do vocabulário. O objetivo geral da pesquisa é investigar a interferência do português no aprendizado do inglês como LE, com foco no emprego lexical, em modalidade escrita. Seu objetivo mais específico é testar a hipótese de que o caráter não isomórfico das relações de sentido entre línguas diferentes, no caso deste estudo, o português e o inglês, tem relação com a incidência de problemas de emprego lexical encontrados em redações de aprendizes de inglês como LE. Os resultados da análise, empreendida sobretudo com base nas proposições de Cruse (1986), Lyons (1990) e Saeed (2003), contribuem para confirmar a hipótese testada, demonstrando que os problemas lexicais em exame podem ser associados à interferência da língua materna e, mais especificamente, a discrepâncias nas relações de sentido entre o português e o inglês. / [en] This study aims at the written production of students of English as a foreign language in Brazil. Compositions of intermediate and advanced students are analyzed with a special focus on constructions whose inadequacies may be specifically associated to vocabulary usage. The general goal of the research is to investigate the interference of Portuguese in the acquisition of English as a foreign language, with a special emphasis on lexical usage in the written modality. Its specific objective is to test the hypothesis that the non isomorphic character of sense relations between different languages &#8722; in the case of this study, Portuguese and English &#8722; is related to the incidence of lexical problems encountered in compositions of students of English as a foreign language. The results of the analysis, which was mainly grounded on the propositions of Cruse (1986), Lyons (1990) and Saeed (2003), contribute to confirm this hypothesis, demonstrating that the lexical problems being scrutinized can be associated with mother tongue interference, and, more specifically, with the discrepancies in the sense relations between Portuguese and English.

[pt] Essa pesquisa consiste na investigação dos aspectos de um livro didático de inglês que os alunos apreciam e acham motivadores. O livro- texto selecionado é uma série didática de inglês desenvolvida especialmente para (pré)adolecentes brasileiros de um curso livre de língua inglesa. Através de pesquisas com os alunos usuários da série selecionada, descobriram-se as três principais características que eles aprovam nesse material: os textos trabalhados, o seu layout e a sua abordagem gramatical. Posteriormente, esses aspectos do livro didático-alvo foram analisados cuidadosamente sob a ótica de teorias relacionadas a eles: a teoria de gêneros discursivos, a teoria de multimodalidade e teorias sobre o processo ensino/aprendizagem de gramática da língua estrangeira. A análise do material ajudou-nos a compreender a razão pela qual os alunos aprovam esses aspectos e corroborou com a sua escolha. / [en] This study consists of an investigation of the aspects of an English textbook which the students like and consider motivating. The course book chosen is an English series especially developed for Brazilian tweens and teenagers who study at a private English institute. The students using the material were heard and they pointed out three aspects which they considered positive and approved of: the texts the material makes use of, its layout and its approach to the teaching of grammar. Resorting to relevant theories, i.e., the genre theory, the multimodality theory and theories related to the teaching of a foreign language, the material was thoroughly analysed. The insights brought about by this analysis helped us understand the reasons why the students approved of these aspects and corroborate their choice.

With the internationalization of English there is a growing demand for high quality English language education around the globe, particularly in non-English speaking countries. Consequently, there is an increasing demand worldwide for competent English teachers and more effective approaches to teaching and teacher professional development. In Egypt, in a context of educational reform where communicative language teaching approaches have been adopted as a way to improve teaching, this study explores how teachers perceive and respond to this call for change in instructional practices. It examines the professional development experiences of a group of English as a foreign language (EFL) and English-medium subject (EMS) teachers working in the private and public basic educational sectors in Cairo, Egypt. The research questions focus on teachers’ perceptions of change and improvement occurring in their teaching practices, their beliefs on the sources of change available to them, and the perspectives of school principals and professional development providers on teachers’ change prospects. In this study, a multi-method approach was applied, with a teacher survey administered to 174 teachers; in-depth, semi-structured interviews with 36 teachers, 15 principals, and 8 professional development (PD) providers; field observation; and examination of relevant documents and artifacts. The analysis of data is informed by sociocultural theory perspectives (Vygotsky, 1978). The findings indicate that (1) teachers perceive great change in their practices, though their conceptions and implementation of communicative approaches are context-bound, (2) teaching is influenced by various professional learning opportunities, and (3) change or lack thereof results from teachers’ adaptability to their local contextual demands through a process of resistance, resilience, or maintaining the status quo. The findings highlight the centrality of teachers in change processes.They suggest that change results from a process of interaction between teachers and other individuals within their community, and that the nature of change as experienced by the participants is shaped by a multitude of contextual factors. The implications of the study include the need to replace the technical conception of professional development with a more ecological orientation, to establish professional learning communities among teachers and within schools, and to establish a coherent framework for change initiatives.

With the internationalization of English there is a growing demand for high quality English language education around the globe, particularly in non-English speaking countries. Consequently, there is an increasing demand worldwide for competent English teachers and more effective approaches to teaching and teacher professional development. In Egypt, in a context of educational reform where communicative language teaching approaches have been adopted as a way to improve teaching, this study explores how teachers perceive and respond to this call for change in instructional practices. It examines the professional development experiences of a group of English as a foreign language (EFL) and English-medium subject (EMS) teachers working in the private and public basic educational sectors in Cairo, Egypt. The research questions focus on teachers’ perceptions of change and improvement occurring in their teaching practices, their beliefs on the sources of change available to them, and the perspectives of school principals and professional development providers on teachers’ change prospects. In this study, a multi-method approach was applied, with a teacher survey administered to 174 teachers; in-depth, semi-structured interviews with 36 teachers, 15 principals, and 8 professional development (PD) providers; field observation; and examination of relevant documents and artifacts. The analysis of data is informed by sociocultural theory perspectives (Vygotsky, 1978). The findings indicate that (1) teachers perceive great change in their practices, though their conceptions and implementation of communicative approaches are context-bound, (2) teaching is influenced by various professional learning opportunities, and (3) change or lack thereof results from teachers’ adaptability to their local contextual demands through a process of resistance, resilience, or maintaining the status quo. The findings highlight the centrality of teachers in change processes.They suggest that change results from a process of interaction between teachers and other individuals within their community, and that the nature of change as experienced by the participants is shaped by a multitude of contextual factors. The implications of the study include the need to replace the technical conception of professional development with a more ecological orientation, to establish professional learning communities among teachers and within schools, and to establish a coherent framework for change initiatives.

Made available in DSpace on 2015-05-14T12:43:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1148547 bytes, checksum: 270fffb8ed4f3936c14d8aad9387e96b (MD5) Previous issue date: 2009-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Situated in the field of Applied Linguistics, this case study focuses on a dialogue journal and addresses issues such as reflective teacher development (PIMENTA & GHEDIN, 2002; ZEICHNER, 2002), the teacher-researcher (FREEMAN, 1996; LÜDKE, 2001), and journal writing as a possibility for teachers to (re)interpret and (re)evaluate their own discursive practices (LIBERALI, 1999; REICHMANN, 2001; ZABALZA, 2004, amongst others). In the light of these considerations, this case study focuses on a reflective dialogue journal produced over five months by two EFL public school teachers in northeastern Brazil, in 2007. The study aims at investigating how the teachers make meaning of their own experiences, that is, how they represent their practice in the fourteen selected narratives through their lexical-grammatical choices. Taking into account that discourse is a practice of signifying the world (FAIRCLOUGH, 1992), and on adopting Systemic-Functional Grammar (HALLIDAY, 1994) as the theoretical framework grounding this study, more specifically, the transitivity system, the main objective of this study is to examine the representation of teaching experience through Processes and Participants (HALLIDAY, 1994) in 126 primary clauses and in 29 projected clauses. Results reveal that Beatriz´ experience is mainly represented by mental Processes, while Clarisse&#8223;s experience is represented mostly by relationals. It can be seen that Beatriz problematizes her own practice, questioning, while Clarisse characterizes and compares their practices, counseling. As to the mental projections, teachers´ representations are constituted by material and relational Processes, indicating doing and being in terms of challenges and (dis)pleasures regarding the classroom and the profession. In sum, on giving visibility to language teachers´ work, research practice, and to collaborative construction of knowledge, this study is a contribution to EFL continued teacher development. / Situado no campo da Lingüística Aplicada, este estudo de caso sobre um diário dialogado envolve questões como a formação crítico-reflexiva do professor (PIMENTA e GHEDIN, 2002; ZEICHNER, 2002), o professor como pesquisador de sua prática (FREEMAN, 1996; LÜDKE, 2001) e a produção diarista como possibilidade para professores (re)interpretarem e (re)avaliarem suas próprias práticas discursivas (LIBERALI, 1999; REICHMANN, 2001; ZABALZA, 2004, dentre outros). À luz desses pressupostos, este estudo de caso abarca a produção de um diário dialogado ao longo de cinco meses por duas professoras de inglês como língua estrangeira (Beatriz e Clarisse, seus nomes fictícios), atuando em escolas na rede pública em uma região nordestina, em 2007. Esta pesquisa objetiva investigar como as professoras dão sentido às próprias experiências, ou seja, como representam a prática docente nas catorze narrativas selecionadas, por meio de suas escolhas léxico-gramaticais. Considerando que o discurso é uma prática de significar o mundo (FAIRCLOUGH, 1992) e utilizando a Lingüística Sistêmico-Funcional (HALLIDAY, 1994) como ferramenta teórico-metodológica, mais especificamente, o sistema de Transitividade, esta pesquisa tem como objetivo específico examinar a representação da experiência docente no diário, através de Processos e Participantes (HALLIDAY, 1994) em 126 orações primárias e 29 orações projetadas. Os resultados revelam que a experiência de Beatriz é representada principalmente por Processos mentais, inscrevendo o pensar, sentir e perceber, enquanto que a experiência de Clarisse é representada mais freqüentemente por Processos relacionais, inscrevendo o ser. Verificou-se que Beatriz problematiza sua própria prática em sala de aula, questionando, enquanto que Clarisse caracteriza e compara a prática de ambas, principalmente aconselhando. Em relação às projeções mentais, as representações das professoras são constituídas por Processos materiais e relacionais, indicando o fazer e o ser em relação a desafios e (des)prazeres na sala de aula e na profissão. Concluindo, ao dar visibilidade ao trabalho docente, à prática investigativa e à construção colaborativa do conhecimento, esta pesquisa é uma contribuição para a área de formação continuada de professores de língua estrangeira.

Made available in DSpace on 2015-05-14T12:43:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1282971 bytes, checksum: 21921b86597e00e75693d389b62bd5b9 (MD5) Previous issue date: 2009-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Situated in the field of Applied Linguistics, the present study aims to investigate a dialogue journal produced by two English as a Foreign Language teachers at a public university in northeastern Brazil. The teachers were simultaneously taking a teacher education extension course, CECPLIN, and a graduate course, Introduction to Applied Linguistics. This investigation focuses on 13 dialogue journal entries produced by the two teachers during four months. According to Freeman (1996, p.90), pinpointing the need to redefine the relationship between academic research and what teachers know, there is an intimate divorce between research and teaching . Along these lines, that is, focusing on the reflective teacher and the teacher-researcher perspective (ROMERO, 1998; LÜDKE, 2001; REICHMANN, 2001; ZEICHNER 1990, 1998, 2003, amongst others), this piece of research underscores the importance of an insider‟s view in order to understand some aspects of teachers‟ actions, challenges, and difficulties in relation to the students, school and professional identity construction. Considering language as social practice (FAIRCLOUGH, 1992), and from the perspective of Systemic-Functional Grammar, in special, the Transitivity system (Halliday, 1994), my aim is to map and analyze the Processes, Participants and mental projections that occur in primary clauses in the dialogue journal, in order to understand in which ways the lexicogramatical choices (re)construe teaching practice. Results indicate that relational Processes occur more frequently, followed by material and mental Processes. In relation to mental projections, one of the teachers, in her texts, is mostly concerned with students, whereas the other one is mostly concerned with her own teaching practice. In sum, as a contribution to the Applied Linguistics field, this study highlights the relevance of teachers investigating their own language practices, thus making sense of social problems in which language has a central role (MOITA LOPES, [2006], 2009). / Situado no campo da Lingüística Aplicada, o presente estudo tem como objetivo investigar um diário dialogado reflexivo produzido por duas professoras de língua inglesa em uma universidade pública na região nordeste do país, simultaneamente integrantes de um curso de extensão, o Curso de Educação Continuada para Professores de Língua Inglesa (CECPLIN) e de uma disciplina na pós-graduação, Fundamentos de Lingüistica Aplicada. Foram analisados treze textos do diário reflexivo, produzido ao longo de quatro meses. Para Freeman (1996), que aborda a necessidade de redefinir a relação entre a pesquisa acadêmica e os saberes docentes, há um abismo entre o que os professores sabem sobre a prática através da experiência e o que os pesquisadores dizem sobre o ensino e aprendizagem. Alinhando-se a essa necessidade, ou seja, à perspectiva de professor reflexivo e professor-pesquisador (ROMERO, 1998; LÜDKE, 2001; REICHMANN, 2001; ZEICHNER 1990, 1998, 2003, entre outros), este trabalho se justifica pela importância de uma visão de dentro‟ para se entender alguns aspectos das vivências dos professores, seus desafios e percalços em relação aos alunos, à escola e às suas próprias identidades profissionais. Considerando a linguagem como prática social, objetivamos, mais precisamente, mapear e analisar sob a ótica da Gramática Sistêmico Funcional, em especial o sistema de Transitividade (HALLIDAY,1994), os Processos, Participantes e Projeções Mentais que ocorrem em orações selecionadas do diário dialogado, para assim entender de que maneira as escolhas léxico-gramaticais das professoras (re)constituem a experiência docente. Os resultados indicam que os Processos relacionais são os mais recorrentes, seguidos dos materiais e mentais. Em relação às projeções mentais, nos textos de uma professora há uma preocupação mais focada nos alunos, enquanto que nos textos da outra professora há reflexões sobre a prática docente. Concluindo, como contribuição à área, através deste estudo é sublinhada a relevância dos próprios professores investigarem sua prática, criando "inteligibilidade sobre problemas sociais em que a linguagem tem um papel central" (MOITA LOPES [2006], 2009).