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This study is designed to develop a set of courses suitable for training online English teachers. It aims at planning training guidelines for online English teachers, strengthening achievement and complementing each other between online English teacher and student, providing online English teaching resources, and offering diversified online English teacher training channels. In this study, ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model was adopted as a reference for conducting research steps. This study encompassed analysis, design, development, and implement phases. Due to time and manpower constraints, this study only explored formative assessment of ¡§Online English Teacher Training Courses¡¨. In this study, 4 participations with online English language teaching experience were interviewed respectively on each section of ¡§Online English Teacher Training Courses¡¨ and completed assessment rating scale. This paper presents three research conclusions of this study in accordance with study purposes, explores the advantages and constraints of online English training courses, and proposes three recommendations for further studies.

Thesis (Ed. S.)--Central Michigan University, 1982. / Typescript. Also published on microfiche: Ann Arbor, Mich. : University Microfilms International. Includes bibliographical references (leaves 41-42).

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-08-22T14:24:33Z No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5) / Made available in DSpace on 2017-08-22T14:24:33Z (GMT). No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5) Previous issue date: 2017-06-22 / This research, of exploratory matter in its essence, takes part of the discussion of professional development of beginning English teachers and the construction of professional knowledge, connected to teaching. Based on studies by Carlos Marcelo-Garcia, Maria da Graça Mizukami and Lee Shulman, among others, the main objective was to analyze the mentor¿s influence on the professional development and of the construction of knowledge essential to teaching. In order to achieve it, the main objective was broken down into the following specific ones: a) to identify a profile of the beginning English teacher as well as their first professional destination; b) to identify and analyze the different kinds of knowledge found in the practice of beginning English teachers and c) to investigate possible influences of mentoring their teaching practice. First steps of research included bibliographic and literature research and empirical data were collected through exploratory questionnaires, released on social media groups related to English Language Teaching. Quantitative data were analyzed by their results in numbers and data originated from open questions were analyzed following aspects of the Discourse of the Collective Subject theory, which were applied to key-questions related to the specific objects. Results provided profiles of Beginning English Teachers, the influence of undergraduate teacher training programs in their practice and the positive impacts of Mentoring, either by mentors or more experienced peers, such as empowerement in the classroom, on the construction and development of Professional Knowledge related to Teaching English, such as the fusion of Specific Content Knowledge with Pedagocical Knowledge, creating Pedagogical Knowledge of English Language Teaching. / Esta pesquisa, de caráter exploratório, insere-se na temática da iniciação profissional do professor iniciante de Língua Inglesa e na construção de seus conhecimentos relacionados à profissão docente. Com teóricos como Carlos Marcelo-Garcia, Maria da Graça Mizukami e Lee Shulman, o trabalho teve como objetivo geral analisar a influência do mentor no desenvolvimento dos conhecimentos inerentes à profissão docente de Língua Inglesa, desmembrando-o nos seguintes objetivos específicos: a) identificar um perfil do Professor Iniciante de Língua Inglesa e sua destinação profissional inicial; b) identificar e analisar os diferentes conhecimentos presentes na prática docente de professores iniciantes de Língua Inglesa e c) investigar possíveis influências da mentoria em suas práticas pedagógicas. Os passos iniciais da pesquisa incluíram pesquisa bibliográfica e de literatura, e a coleta de dados empíricos se deu por conta de questionários exploratórios divulgados em grupos em redes sociais relacionados à disciplina. Dados coletados em questões de cunho quantitativo foram tratados numericamente, e questões abertas, com aspectos do Discurso do Sujeito Coletivo, aplicados a questões-chave relacionadas aos objetivos específicos. Resultados obtidos apresentaram perfis do professor iniciante de Língua Inglesa, influência da formação docente em sua prática e as influências positivas do acompanhamento de mentores ou colegas mais experientes, como aumento na confiança em em sala de aula e na construção de conhecimentos profissionais, como a fusão do conhecimento específico de Língua com o conhecimento Pedagógico, gerando o Conhecimento Pedagógico do Ensino de Língua Inglesa.

In Kuwait, the English language is increasingly gaining importance signifying globalisation and internationalisation of the local culture and linguistic environment. Alongside the positive effects of the wide-spread usage of English there are negative tendencies which emerge onto the scene. This thesis is concerned with the educational aspects of such influences where it explored trainee teachers’ conceptualisations of English as an international / global language, and examined the implications of current views of English for teacher preparation in light of the most recent methodological trends such as global English delivery, expansion of teacher knowledge base, the introduction of linguistic rights and instructional policies to educational stakeholders, and the merging of language and culture in English language teaching. Through questionnaires and in-depth interviews the study found that the relationship between the local and global in Kuwait is a complex issue with social, educational and political implications. Multiple functions for English and its status within the local context were voiced and consequently alternative futures for Standard Arabic as the main source and medium of local literacy and language of academia against the background of rapid Anglicisation emerged. The results may attract the attention of Kuwait’s educational theorists and practitioners, and the hopeful outcome would be to inspire teachers to engage in critical thinking and challenge their realities; and encourage Kuwait’s educational policy makers to find a balance between the source and target languages/cultures, as well as bring to the foreground local expertise and knowledge.

A Native Speaker as an EFL Teacher Rodilý mluvčí jako učitel angličtiny Miroslav Ledvinka Abstract Introduction: The principal aim of this thesis is to determine the role and significance of native speaker teachers of English in the teaching process, as well as to define the expectations of their students and employers. The status of native speaker teachers in the Czech Republic is being contrasted to the position of non-native speaker teachers. The core of this study lies in the analytical part which attempts to delimit the characteristics of the implementation of native English-speaker teachers into the Czech education system. Theoretical part: The theoretical chapter presents a concise summary of the theoretical terms and concepts, both historical and contemporary, which are related to the topic of native English-speaker teachers. Apart from the traditional survey of topics discussed in various authoritative publications and journals, the theoretical overview also includes a schematic outline of the historical development of the status of native speaker teachers with respect to the social, political, and economic factors which played a major role in the shaping of native speakers' position in the education process, and society as a whole. In addition, the theoretical chapter traces the contribution of...

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-28T09:09:21Z No. of bitstreams: 1 André Nascimento da Silva.pdf: 3825120 bytes, checksum: 37419d97810203d5599230f08702b19e (MD5) / Made available in DSpace on 2018-11-28T09:09:21Z (GMT). No. of bitstreams: 1 André Nascimento da Silva.pdf: 3825120 bytes, checksum: 37419d97810203d5599230f08702b19e (MD5) Previous issue date: 2018-10-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research was developed in a municipal school in the outskirts of Guarulhos, for that to happen, it looked at ten students of a specific multi-series group of Cycle II (EFII) of the modality EJA. It is also understood that this work was developed from the perspective of a case study, in according to what Nunan (1992) explains about this kind of research, it developed from a singular example of a class of objects, in which his investigation occurred in the context in which it occurred, and was also able to provide information on the prevention and resolution of problems related to the workspace in which it developed. The objective of this research was to observe and understand how the relationship between the Transversal Themes and english teaching-learning in the EJA occurs in a critical-reflective perspective of a glocal world. To do so, after raising the profile and the view on Transversal Themes and the english classes in the EJA of ten students who were the participants of this research, a sequence of lessons had been applied to them. What was extracted during these classes was recorded in reflective diaries and recorded in audio by a cell phone and later transcribed, so that one could critically analyse their content, together with the answers of these students, given to a semistructured interview, applied at the end of this sequence of classes. With this research, we sought to observe and understand the possibility of these participants getting used to experiencing continually the critical reflection on the themes that were proposed to them, such as Sexual Orientation, or any others they may one day deal with. In this way, directing this work to a critical paradigm, in which, as clarified by Bredo and Feinberg (1982), it favors the transformation of the individuals involved in a social context of humanity. In order to better understand the content that this research generated, among other theories, these ones were considered: the orientations given by the PCN (1998/2000) about Transversal Themes; Vygotsky's conceptions of teaching-learning (1991/2005), as well as his point of view about cognition and affection, both indispensable, according to the author, to the development of the individual and his vision of the world in the construction of meanings and significance. It was also brought to the light in this work explanations about the term glocal and its importance for the construction of an individual attentive to the world in which it is inserted, according to Celani (2016) and Franco (2003/2008), as well as Freire’s (1982/1999) contributions to Education, based on his concepts on critical pedagogy and other voices such as Rajagopalan (2003) and Moita Lopes (2006). These theories applied to what was built in the classroom together with the students participating in this research, brought the understanding that, through the Transversal Themes, it approached the knowledge in english to their realities, providing them with a significant teaching-learning. While the way the lessons were conducted and the provocations made, even in the mother tongue, they promoted critical reflections about what was studied and awoke some important new glances at students to what is around their glocal universe / Esta pesquisa foi desenvolvida em uma escola Municipal da periferia de Guarulhos, para isso acontecer, debruçou-se sobre dez alunos de uma turma multisseriada específica do Ciclo II (EFII) da modalidade EJA. Também por isso entende-se que este trabalho foi desenvolvido na perspectiva de um estudo de caso, pois, em conformidade com o que explica Nunan (1992) sobre tal tipo de pesquisa, este se desenvolveu a partir de um exemplo singular de uma classe de objetos, na qual sua investigação se deu no contexto em que ele ocorreu, e ainda pôde fornecer informações sobre a prevenção e solução de problemas relacionados ao espaço de trabalho no qual esta se desenvolveu. O objetivo desta pesquisa consistiu em observar e compreender como se dá a relação entre os Temas Transversais e o ensino-aprendizagem de inglês na EJA em uma perspectiva crítica-reflexiva de um mundo glocal. Para tanto, após levantar o perfil e a visão sobre Temas Transversais e as aulas de inglês na EJA de dez alunos que foram os participantes desta pesquisa, uma sequência de aulas lhes fora aplicada. Aquilo que se extraiu ao longo dessas aulas foi registrado em diários reflexivos e gravado em áudio por meio de celular e posteriormente transcrito, para que se pudesse analisar criticamente seu sumo, juntamente com as respostas desses alunos participantes, dadas a uma entrevista semiestruturada, aplicada ao final dessa sequência de aulas. Com esta pesquisa buscou-se observar e compreender a possibilidade de seus participantes habituarem-se a vivenciar continuamente a reflexão-crítica sobre os temas que escolhemos abordar, como no caso Orientação Sexual, ou quaisquer outros que possam um dia lidar. Dessa maneira, direcionando este trabalho a um paradigma crítico, no qual, como esclarece Bredo e Feinberg (1982), favorece a transformação dos indivíduos envolvidos em um contexto social da humanidade. Para melhor embasamento e compreensão do sumo que esta pesquisa gerou, considerou-se aqui, dentre outras teorias, o seguinte: as orientações dadas pelos PCN (1998/2000) sobre Temas Transversais; as concepções de ensino-aprendizagem de Vygotsky (1991/2005), assim como seu ponto de vista sobre cognição e afeto, ambas indispensáveis, segundo o autor, ao desenvolvimento do indivíduo e sua visão de mundo na construção de sentidos e significados. Também foi trazido à luz neste trabalho explanações sobre o termo glocal e sua importância na formação de um indivíduo atento ao mundo no qual está inserido, segundo Celani (2016) e Franco (2003/2008), e também as contribuições de Freire (1982/1999) à Educação, a partir de seus conceitos sobre pedagogia crítica e outras vozes como Rajagopalan (2003) e Moita Lopes (2006). Essas teorias aplicadas ao que se construiu em sala de aula junto com os alunos participantes desta pesquisa, trouxe o entendimento de que, por meio dos Temas Transversais, se aproximou os saberes em inglês às realidades dos alunos, propiciando-lhes um ensino-aprendizagem significativo. Enquanto que a maneira como as aulas foram conduzidas e as provocações feitas, ainda que em língua materna, promoveram reflexões-críticas sobre o que se estudou e despertou alguns importantes novos olhares nos alunos àquilo que está em torno de seu universo glocal

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:06:25Z No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:07:31Z (GMT) No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-23T19:07:31Z (GMT). No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-16 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants. / A ressignificação da linguística em uma proposta de atuação crítica trouxe importantes considerações para os estudos da linguagem. A abertura para outras vozes, reconhecendo o que podemos aprender com aqueles/as que estão à margem, amplia nossas possibilidades como linguistas aplicados/as e nos convida a olhar para nós mesmos/as, assim como para as práticas que reproduzimos. Além disso, o viés crítico nos desafia a transgredir as fronteiras que separam os conhecimentos disciplinarizados, que nos afastam da possibilidade de expandir nossos olhares por meio da consideração de outros saberes (MOITA LOPES, 2006). Alinhado a essa proposta de problematização, o pensamento decolonial é discutido por autores das Ciências Sociais como um posicionamento, uma forma de estar no mundo (MIGNOLO, 2014). O desafio decolonial consiste na problematização das colonialidades, que mantêm e reproduzem formas violentas de viver e pensar neste mundo. Neste estudo, assumo este caminho de crítica decolonial e recorro aos saberes daqueles/as que vivenciam o estágio – professores/as da escola, professores/as licenciandos/as e professores/as da universidade, tendo em vista os seguintes objetivos: a) problematizar a estrutura do estágio e discutir os principais desafios enfrentados no estágio de inglês; b) problematizar as relações interpessoais construídas durante o estágio por esses/as participantes; c) discutir as possibilidades de ressignificação tanto da estrutura quanto das relações interpessoais do estágio. Para que essas reflexões fossem possíveis, conversei com professores/as de diferentes locais da região Centro-Oeste: 10 professores/as da universidade, sendo 5 de Goiás, 3 de Mato Grosso, 1 de Mato Grosso do Sul e 1 do Distrito Federal. Conversei também com 11 professores/as da escola, sendo 8 de uma mesma cidade em Goiás; 3 de uma mesma cidade no Mato Grosso, e com 40 professores/as licenciandos/as: 12 de uma universidade em Goiás; 13 de uma universidade no Distrito Federal; 9 de uma universidade no Mato Grosso; 6 de outra universidade em Goiás. Dessa forma, as interpretações e discussões dos saberes que compõem este estudo se apoiam em princípios da pesquisa qualitativa (DENZIN; LINCOLN, 2013), considerando aspectos de uma prática decolonial. No que diz respeito à estrutura, nossas principais reflexões, nesta tese, apontam para um estágio com fortes resquícios de uma prática de formação tecnicista e regido por leis que ressaltam a colaboração entre escola e universidade, mas não apresentam condições para a realização desse trabalho. Além disso, sua organização em práticas de observação e regência parece não fazer sentido, já que não contam com o envolvimento dos/as professores/as licenciandos/as e dos/as professores/as da universidade na vida escolar. No que concerne às relações interpessoais, problematizamos a falta de interação que caracteriza o estágio, a hierarquização que separa professores/as, com base no local em que atuam, e o tipo de relação vivenciada dentro da própria universidade. Ademais, focalizamos os conflitos que são gerados por um estágio que é planejado na universidade, sem negociação com a escola, e nos dedicamos a pensar em possibilidades para que haja um trabalho mais integrado. Com base nessas problematizações, defendo uma prática de estágio decolonial, que supere a aproximação entre universidade e escola, e promova uma ressignificação epistemológica que possa tornar o estágio um espaço de fala e escuta cuidadosa (SILVESTRE, 2017; REZENDE, 2017) de todos/as os participantes.

The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a collaborative process of reflection to improve their performance. For each writing and speaking task in the syllabus, a related reflective task was developed, and the reflective writing assessment rubric was created. Students wrote reflective paragraphs through which they explored their strengths and weaknesses in their performance. Moreover, the teacher-researcher and students engaged in reflective dialogue. In their reflections, students were expected to develop an action plan for further improvement. The teacher-researcher kept a reflective journal in which she reflected on the research and her teaching skills. At the end of the semester, the students evaluated the effectiveness of the reflective activities. The data collection tools were student questionnaire, student work, transcripts of the reflective dialogues, students&rsquo / evaluation of reflective activities and teacher&rsquo / s reflective journal. The quantitative and qualitative analysis of the data revealed that the integration of reflection in the course increased students&rsquo / awareness of their strengths and weaknesses in relation to the tasks they performed, improved their self-assessment skills and increased their self-confidence. Reflecting with students and on students&rsquo / reflections became a journey of discovery for the teacher-researcher. She developed an action plan and put it into implementation.

Technology innovations have occurred in schools all over the world to accommodate Computer Assisted Language Learning (CALL). In 2004, a national reform was initiated by the Ministry of Education in China which aimed to improve the teaching of College English curriculum by adopting modern technologies. Since then, Chinese College English teachers have been adapting to CALL. This research project presents a case study of one Chinese university, Huazhong Normal University (HZNU). It investigates how CALL is currently used by the College English teachers and the problems teachers are having in using CALL. This study focuses on teachers’ use of, and perspectives on, CALL. Data were collected by two means: a questionnaire involving 31 respondents, and five in-depth interviews concerning several aspects of the College English teachers’ use of CALL in HZNU. Results showed that even with a broad introduction of modern technologies in College English teaching, most of the teachers in HZNU were using computers in a limited way. Most of them lacked a clear understanding of what CALL is and what CALL can do. As well, the results indicated that the professional development in CALL for College English teachers has been insufficient both in terms of techniques and pedagogies in technology. The study indicates further obstacles to College English teachers’ use of CALL, such as insufficient technical support, heavy workloads and the difficulties adapting to the new teaching mode. The researcher recommends that these identified problems warrant immediate attention and she presents a model to guide the improvement of the use of CALL by College English teachers.