This research enquiry explores the life-history narratives of three Pakistani female expatriate tertiary-level English language teachers at Gulf Coeducational University (GCU). The study was conducted in order to investigate the participants’ journeys as learners and how they perceive themselves as teachers. The historical, educational, and linguistic background of Pakistan is provided along with an overview of GCU, where all the participants presently teach. Harré’s conception of personhood (1983) is related to the identity formation of the participants. Bourdieu’s theory of cultural capital in society (1986, 2001), applied to the hierarchical status of languages in Pakistan (Rahman, 2004a; Mansoor, 2004), serves as a theoretical framework. A discussion of what Pakistani identity may entail, with emphasis on the significance of language on cultural identity, is given. Narrative research methodology is utilised (Clandinin and Connelly, 1996, 2000), to conduct three in-depth semi-structured interviews with the participants. Emerging themes are explored and research findings discussed with reference to relevant literature. The significance of their cultural capital, experiences of teacher-centred approaches in Pakistan and abroad, and the gender-based constraints the participants experienced during their educational trajectories are analysed. The implications of the study: for professional development, teacher training programmes and for the internationalisation of education can be explored in further research.

Thesis (MA, Applied Language Studies) -- AUT University, 2009. / Includes bibliographical references. Also held in print (1 v. (various pagings) ; 30 cm.) in the Archive at the City Campus (T 418.0071 BIT)

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed on Oct. 2, 2002). Thesis advisor: Patricia Davis-Wiley. Document formatted into pages (xi, 147 p. : ill.). Vita. Includes bibliographical references (p. 129-135).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).

Thesis (M.A.)--University of Hong Kong, 1982.

This study investigated the linguistic, affective, and intercultural outcomes of a four-week study abroad program for Korean teachers of English offered through a U.S. southwestern university. In an effort to understand better what the 42 participants experienced during their study abroad, mixed methods including quantitative and qualitative data analysis, were used. To measure the participants‟ linguistic development, pretest and posttest measures of Listening, Reading, Structure, Speaking, and Writing were administered by the study abroad program. Also, participants responded to Self- Assessment questionnaires developed by the National Language Service Corps that asked them to assess the degree to which their reading, speaking, and listening had improved. The participants‟ daily journal entries were collected throughout the program, and some of the participants were interviewed at the beginning, at the middle, and at the end of the program on a volunteer basis. For the quantitative data analysis, the pretest and posttest scores of each measure were statistically compared by using MANOVA with follow-up ANOVA tests. Except for the reading scores, the other four measures showed significant improvement from pretest to posttest. For the Self-Assessment questionnaire, most participants checked only a few items as having improved. Interestingly, a few perceived that they had become less able to do some of the listening and speaking items over the program. These findings can be explained as resulting from overestimation before this program or as a result of increase in self-monitoring processes during the program. Through the constant comparison method (Strauss & Corbin, 1998), four themes emerged from analysis of the qualitative data. First, many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Second, they increased their awareness of cultural and linguistic differences between the United States and Korea. Third, some participants showed a feeling of resistance to the dominant culture represented by native English-speaking instructors of the program. Fourth, at the end of the program, many showed improved intercultural competence. Results provide some theoretical, methodological, pedagogical, and policy implications for study abroad researchers, participants, and program instructors. / text

This study was designed to develop and validate an assessment instrument which would yield valid information on teachers' theoretical learning philosophy orientation and instructional behaviors in the teaching of writing. Data are analyzed to determine whether there is a relationship between stated learning theories and responses to statements of elements of a writing program. The subjects who participated in the study were graduate students at Oakland University, Rochester, Michigan, and The University of Arizona, Tucson, Arizona, and experts in the field of writing or language arts who were certified according to stated criteria. Respondents completed the View Toward Learning sheet and the Shaeffer Inventory of Approaches to the Teaching of Writing. The information from each completed Inventory and Learning View sheet was recorded for analysis data to accept or reject ten hypotheses. The Inventory achieved content validity through individual item documentation in literature sources. The instructional approaches were interpreted according to three common learning theories: Behavioristic, Nativistic and Cognitive Field. The data analysis, which included t tests, Cronback Alphas, and item correlations and classification, established the instrument as valid in distinguishing a teacher's approach as Behavioristic or Nativistic and reliably aligned learning theory with classroom practices. It was not valid in differentiating the Nativist from the Cognivist. Recommendations include a revision of selected Nativistic and Cognitive Field items to achieve a clearer distinction between the two approaches, and the use of the instrument and cover sheet in a large scale study to further document validity and reliability. The Inventory may be utilized for teacher self-appraisal individually, in staff development projects, or in combination with classroom observation. Teacher education programs concerned with writing instruction could assess beliefs about the way children learn and related classroom practices.

The vast majority of secondary school English teachers in China are non-native English speakers (NNS). These teachers might not have adequate language proficiency to promote a communicative language environment for students. This has raised an ongoing discussion concerning the growing need to foster NNS teachers' communicative language proficiency, which has been identified as one of the most important qualifications for successful ESL/EFL (English as a Second Language/English as a Foreign Language) teachers (Murdoch, 1994; Kamhi-Stein & Lee, 1999; Nunan, 2003). In this study, 53 secondary NNS teachers from Chinese secondary schools were asked to self-assess their English proficiency as well as to specify the minimum level of proficiency that they felt was needed to teach English effectively at the secondary school level in seven skill domains (listening comprehension, speaking ability, reading comprehension, writing ability, pronunciation, vocabulary and grammar). Paired sample t tests revealed that statistically significant differences were identified in six of the seven skill domains. Teachers perceived substantial gaps between their English proficiency and the minimum level needed to teach effectively. Teachers' perceptions about the relationship between their language proficiency and their teaching expertise were also explored through face-to-face interviews. The findings provide valuable information and have implications for language teachers in EFL contexts as well as for teacher educators.

Thesis (MEd) -- University of South Australia, 1994

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 182-189).