Journal articles on the topic 'Voice culture – Study and teaching'
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1
Bagheri, Fatemeh, and Liming Deng. "Personal and Social Voices in Written Discourse Revisited1." Chinese Journal of Applied Linguistics 42, no. 3 (September 25, 2019): 345–64. http://dx.doi.org/10.1515/cjal-2019-0021.
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Abstract For years, personal and social voices have been the issue of discussion on voice construction in written discourse (e.g., Elbow, 1999; Flowerdew, 2011; Hyland, 2002, 2010a, 2012b; Mauranen, 2013; Ramanathan & Atkinson, 1999; Tardy, 2005). However, there is a lack of an integrated examination of the dimensions which determine voice construction in writing from personal and social perspectives. This article re-examines the issue of voice construction through a critical review of previous literature on identity in written discourse. It is argued that there are five major dimensions for the construction of voice in written discourse. How writers appropriate their voice according to such five dimensions as genre, transition, culture, discipline and audience will be discussed. This paper lends further support to the view that voice in written discourse is both personal and social. As it is known, good writing expresses both personal and social voices. However, based on the dominant dimension(s), voice construction should be adjusted. Sometimes personal voice is boldly expressed; sometimes social voice is; and some other times the boundary between the two is unnoticeable. The study provides an integrated framework as well as pedagogical implications for the teaching of academic writing within L1 and L2 contexts.
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Golkowska, Krystyna U. "Voice And Dialogue In Teaching Reading/Writing To Qatari Students." Journal of International Education Research (JIER) 9, no. 4 (September 29, 2013): 339–44. http://dx.doi.org/10.19030/jier.v9i4.8085.
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This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue understood literally and metaphorically as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study incorporated into a writing course in the Pre-medical Education Program at Weill Cornell Medical College in Qatar.
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Ramezanzadeh, Akram. "Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices." Adult Education Quarterly 67, no. 4 (July 24, 2017): 286–301. http://dx.doi.org/10.1177/0741713617721971.
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This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the instructions of Islam and the collectivist culture of Iran as a country in the Middle East. Three main themes were identified as follows: three-way pedagogical relationship, reflectivity, and context-appropriate adjustments. Three-way pedagogical relationship addressed educators’ learning experiences, subjects driven from the context, and the importance of learners. Also, reflectivity included reflection on content, process, and premise. Furthermore, context-appropriate adjustments referred to the disagreement with conformity to educational systems encouraging nativeness. Indeed, the participants conceptualized authenticity as finding one’s own voice in the midst of the dominant native voices, while reflecting on one’s own pedagogical practices and respecting one’s own religion and context.
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Edwards-Groves, Christine, and With Colleen Murray. "Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System." Australian Journal of Indigenous Education 37, no. 1 (2008): 165–77. http://dx.doi.org/10.1017/s1326011100016203.
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AbstractIn this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured – both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by therelational architecturesdominating teaching practices. These voices form not just the backdrop but the centerpiece for discussion in this paper.
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Popa, Maria Cristina. "Shifting between cultural identities: The voice of preschool children." Journal of Education Culture and Society 9, no. 2 (September 5, 2018): 67–80. http://dx.doi.org/10.15503/jecs20182.67.80.
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Aim. The purpose of this research is to capture the shift between two cultural identities, for a group of Romanian children enrolled in a German teaching preschool class, and to closely analyze the impact on cultural identity components.
Methods. In this study 27 children, aged 3 to 6, were involved, together with their parents and two teachers. During one year of investigation, they were analyzed using participative observation, focus groups and in-depth interviews conducted in a public preschool.
Results. The analysis reveals witch cultural identity components of this children undergo transformation, in what amount and with what impact considering the school environment and the influence of both parents and teachers. For this research, the exploration of cultural identity components was done under the conceptualization proposed by Ching Wan and Pony Yuen-Ga Chew (2013), namely: cultural knowledge, categorization and social relationships (the self-expressed in attitudes and behaviors).
Conclusions. Although a positive image emerges for the German culture as a future culture of belonging, we notice the children's effort to achieve the cultural shift desired by their parents and an emotional subtle discharge in their free play and verbalized mental models. The different vision of parents and teachers over education strengthens some components of cultural identity by broadening the autonomy-shame ambitus that increases the level of self-confidence, which receives a distinct German cultural mark.
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Ettekal, Andrea Vest, Sandra D. Simpkins, Cecilia Menjívar, and Melissa Y. Delgado. "The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives." Journal of Adolescent Research 35, no. 3 (July 23, 2019): 395–426. http://dx.doi.org/10.1177/0743558419864022.
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Grounded in bioecological theories, this mixed-method article examines aspects of culturally responsive organized activities. Study 1 used path analysis to quantitatively test relations between ethnic cultural features of activities (ways of integrating ethnic culture) and concurrent experiences ( N = 150 Latino adolescents). Findings were mixed, such that some features (e.g., teaching ethnic culture) predicted positive (e.g., increased autonomy) and negative (e.g., emotional) experiences. Study 2 disentangled the nuances of ethnic culture by qualitatively exploring perspectives on three features ( N = 34 Mexican-origin adolescent-parent dyads): ethnic cultural content, same-ethnic leaders/peers, and Spanish language use. Thematic analysis revealed the complexities of ethnic culture. Some parents and adolescents wanted activities that represented mainstream American culture; others wanted Latino ethnic culture, but were unhappy with the ways it was integrated into activities. Parents and adolescents thought their ethnic culture was misrepresented (e.g., Cinco de Mayo was celebrated as Mexican Independence Day) or represented narrowly (e.g., La Bamba was the school band’s only Mexican song). Findings suggest that integrating ethnic cultural features is not an “all or nothing” decision, and how it is done matters considerably. Families’ perspectives and voice would help ensure ethnic culture is integrated in authentic, preferred ways.
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Brevetti, Melissa, and Dayna Ford. "Debates on the international student experience: schools as a morally formative culture." Journal for Multicultural Education 11, no. 3 (August 14, 2017): 189–93. http://dx.doi.org/10.1108/jme-08-2016-0044.
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Purpose This paper aims to theorize observations as an American professor that schools are a morally formative culture for all students, but international students especially. Formative because schools mold students’ right or wrong behaviors as dictated by the culture. The purpose of the authors’ examination into international students’ experiences is to explore and understand particular struggles that they may encounter while living within a society that adheres to considerably dissimilar beliefs and ways of life. Design/methodology/approach This study is empirical in nature (case study) as the authors share their experiences and observations while working with international students. Findings The authors’ extend their voice to this idea that schools become a morally formative culture and create harmony for different societies through teaching multicultural issues and respectful education. This connection begins when teachers feel the calling to produce well-adjusted, respectful and compassionate citizens of the world. In the absence of this, people would not care about others in foreign places. The final argument, the beauty of schools as a morally formative culture is to protect and love our global neighbors. It is the authors’ strong belief that failure to provide a caring culture in educational contexts could be dangerous to our ever-shrinking global existence. Research limitations/implications A research limitation may include little quantitative data, but this study utilizes a qualitative, case-study manner of observations of years and years of working with international students. Practical implications The practical implications of this original paper are endless: schools are morally formative, especially the international student experience. This manuscript shows that moral development is very much connected while teaching English language learners (ELL). Social implications The authors’ comment on the debates about how students develop a strong moral identity if exposed to multiple cultures. A clear understanding of these issues may serve as the first step for educators to recognize and consider how curriculum and behaviors within a school can impact international students in moral ways during their new cultural experiences. In conclusion, the authors argue that a respectful and multicultural education can contribute to international harmony, as well as develop caring global citizens. Originality/value The paper demonstrates that there is much moral development within the international student experience, as these students must navigate both education and culture. Yet little research has examined the moral impact of teaching international students from a professor’s perspective.
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Invernizzi, Marcia A., and Mary P. Abouzeid. "One Story Map Does Not Fit All: A Cross-Cultural Analysis of Children's Written Story Retellings." Journal of Narrative and Life History 5, no. 1 (January 1, 1995): 1–19. http://dx.doi.org/10.1075/jnlh.5.1.01one.
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Abstract Narrative is acknowledged to be a primary means by which children develop the voice of their own culture. In recent years, and as a result of the increased interest in story grammar research, retellings have also become a useful tool for assessing children's understanding of stories and teaching comprehension. The assumption across most previous studies is that narrative, especially folktales, provides the same story-schema support, no matter what the culture of the child may be. This cross-cultural study examines the relative effects of literacy and culture on the narrative form of written story retellings. Empirical findings confirm the hypothesis that two disparate populations, otherwise equated for levels of literacy, western-style schooling, and cognitive development, differ significantly in the structural components of their written story retellings. The story grammar of Mandler and Johnson (1977) was evaluated for discrimina-tory power. Categorizations of specific components of the story grammar showed qualitative differences from culture to culture. Results support culture-specific theories of story schema. (Sociolinguistics, Education)
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Arzamastseva, Olesya V., and Larisa A. Tyurina. "Features of the development of a professional singing sound of pop-jazz performers in the process of teaching performance skills." Tambov University Review. Series: Humanities, no. 191 (2021): 123–29. http://dx.doi.org/10.20310/1810-0201-2021-26-191-123-129.
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The urgency of vocational training for pop-jazz musicians is substantiated. The aim of the study is to determine the necessary components in the work on professional sound production in the process of teaching pop-jazz vocal, as well as to demonstrate some ways to increase the effi-ciency of work on sound in the classroom. The issues of the development of a professional singing voice in the process of teaching pop-jazz performance are considered. The research methods in-cluded: study of special literature, analysis and generalization of research and pedagogical expe-rience of the work of leading specialists in the field of music education and performance. The high degree of influence of the level of professional training of performers-vocalists on the national musical culture is proved. Practical recommendations for work on singing sound production in the process of professional training of pop-jazz singers in modern music educational institutions are presented.
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Ojuka, Daniel, Faith Aseta, Beth Githambo, and Brian Wambua. "Medical Students’ Perceptions of the Medical Education Learning Environment at the University of Nairobi: II. A Qualitative Study." Annals of African Surgery 18, no. 2 (April 23, 2021): 103–8. http://dx.doi.org/10.4314/aas.v18i2.8.
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Background: The educational environment (EE) has a significant influence on effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. A DREEM survey done in early 2019 among medical students at the University of Nairobi highlighted many problems. It was therefore important to explore why such perceptions existed among the medical students.
Objectives: To explore medical students’ perceptions ofthe medical education learning environment at the University of Nairobi. Methods: Qualitative focus group discussions (FGD) were held among medical students in years III to VI in groups of between 8and 12students. The discussions were recorded using a Samsung J6 phone voice recorder, transcribed, coded, and analysed for themes until saturation was reached.
Results: We held six FGD with medical students in years III to VI and identified four thematic areas: 1) poor educational infrastructure, 2) poor educational structure, 3) teacher-centred teaching, and 4) lack of social support for students in difficulties.
Conclusion: Exploring the perceptions of the EE confirmed students have a poor view of the educational environment. The issues raised are good feedback on teaching, governance and the social culture of the institution.
Keywords: Learning environment, DREEM, Medical students, Qualitative methods
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Karakoc, Berna. "Views of Academic Staff on Physical Education and Sports Teaching Undergraduate Program." International Education Studies 14, no. 10 (September 8, 2021): 28. http://dx.doi.org/10.5539/ies.v14n10p28.
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The general purpose of this study is to find out the views of academic staff working in schools of Physical Education and Sports or faculties of Sports Sciences regarding the physical education and sports teaching undergraduate program. While finding out the views of academic staff, the physical education and sports teaching undergraduate program was examined within 5 different themes under the titles of general evaluation of the program, evaluation of the learning-teaching process, advantages of the program, disadvantages of the program and recommendations relating to the program. Under the theme general evaluation of the program, 4 different sub-themes were examined separately as evaluation of applied courses, evaluation of courses on teaching profession, evaluation of courses on content knowledge and evaluation of general culture and elective courses. The most frequently used qualitative research method, interview technique, was used in the study. A total of 12 academic staff were interviewed. The interviews were voice recorded and transcribed. The transcribed data were evaluated with descriptive analysis method and coded. Interpretations were made by using codes. As a result in general the academic staff stated their views the need to increase the number of applied courses, opening new applied courses, increasing the number of field-specific theoretical courses and updating the program and also their views that vocational courses were sufficient and physical infrastructure was insufficient.
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Manuaba, Ida Bagus, and I. Nyoman Adi Jaya Putra. "The Types of Communication Accommodation Strategies in English as Foreign Language (EFL) Classrooms." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 7. http://dx.doi.org/10.23887/jere.v4i4.28109.
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English is one of international language which is taught widely in various countries in the world. Entering millennial and industrial 4.0 era, English has important role as the function of English is as a tool or media to communicate with other countries and it is also as language of science, technology, social-economy, culture, and art. Communication Accommodation Theory which consists of communication accommodation strategies are very important to accommodate the students in teaching learning activity. This research aimed at analyses types of communication accommodation strategies are used by teacher when teaching Basic English and the motive of implementing communication accommodation strategies by the teacher Classroom Interactions. Subjects of this research were two the English teachers. This research was designed in qualitative research. The data were collected through voice recorder, interview and documentation. The data were analyzed qualitatively. The results of this study revealed that there were four strategies used in teaching learning process by the teacher such as approximation, interpretability, discourse management and emotional expression. Moreover, the teachers had some main motive to apply these strategies such as to make the students understand, give clear explanation to students and get the students’ attention.
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Fahey, Hannah. "Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland." International Journal of Music Education 39, no. 3 (February 2, 2021): 301–12. http://dx.doi.org/10.1177/0255761421991247.
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Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose of this study was to further understand voice teacher perceptions of these shifts in pedagogical culture. This research questioned how classically trained teachers of singing negotiate teaching across styles in popular music genres, and also questioned if implicit, embodied cultural ideas about classical singing defined their educative approaches to popular music vocals. Data were collected through in-depth qualitative interviews with classically trained teachers of singing in the Republic of Ireland. Analysis of interview data revealed a number of themes which are discussed within a theoretical framework drawn from the work of Bourdieu, revealing that the participant teachers are involved in processes of negotiation and re-negotiation of personal and institutional habitus.
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Aini, Safi. "An Arabic text as content in an Indonesian EFL setting: Trans-language." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 128–42. http://dx.doi.org/10.24256/itj.v2i2.1518.
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Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.
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Waterworth, Peter. "Teaching English in ASEAN: The voices of English teachers in ASEAN nations." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 154. http://dx.doi.org/10.17509/ijal.v5i2.1340.
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The effective teaching of the English language is regarded as an essential element in the creation of a culturally vibrant, economically sound and socially stable ASEAN community. The ASEAN region is populated by a culturally diverse collection of peoples with very different and complex linguistic histories, some of which included a strong English component. This paper examines the opinions and understandings of teachers of English in eight of the ten ASEAN nations. It arose out of a research study of English teaching in ASEAN being conducted jointly by Universitas Pendidikan Indonesia and CfBT Brunei. Although the teachers differed in their levels of competence in English and in their experience of local, national and international culture, they shared a remarkably similar story in attempting to provide the best instruction they possibly could to their students. As non-native speakers of English, they shared the responsibility of representing not only the English language but also the culture of first language English speakers to their non-native speaking students. The conflicts and tensions of their roles were identified and examined. The study concluded that teachers need support in their intercultural role as well as in their pedagogical responsibilities. Teachers reported that their students had little knowledge or appreciation of the ASEAN community or of the importance of their own capacity to speak English in it.
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Purc-Stephenson, R. J., M. Rawleigh, H. Kemp, and Morten Asfeldt. "We Are Wilderness Explorers: A Review of Outdoor Education in Canada." Journal of Experiential Education 42, no. 4 (July 22, 2019): 364–81. http://dx.doi.org/10.1177/1053825919865574.
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Background: Outdoor education (OE) should be understood in place, time, and culture because it is not a universal teaching approach. We currently know little about what constitutes the “Canadian ways” of doing OE or what students gain from the experience. Purpose: Our goal was to (a) identify the underlying factors guiding OE programs in Canada and (b) describe the learning outcomes and psychosocial benefits of engaging in OE from the students’ perspective. Methodology/Approach: We conducted a systematic review of qualitative studies that examined OE in Canada. We searched published studies from electronic databases (1980-2018). We used meta-ethnography to synthesize the findings. Findings/Conclusions: We reviewed 21 studies reporting on the experiences of 508 students. Using thematic analysis, we identified eight themes highlighting process, goals, and learning outcomes. We developed a model that describes the common teaching components, learning process, and short-term outcomes for OE in Canada. Implications: Our results represent the first study to synthesize OE published research in Canada, which help form a unified voice and a distinctive national identity for OE in Canada. Our results serve as a catalyst for educators to share ideas, practices, and learning goals.
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Prihatin, Yoga, and Nur Aflahatun. "THE USE OF REQUEST STRATEGIES OF INDUSTRIAL ENGINEERING STUDENTS." English Review: Journal of English Education 8, no. 2 (July 2, 2020): 63. http://dx.doi.org/10.25134/erjee.v8i2.1994.
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The aim of this study is to investigate the types of the request strategy used by Industrial Engineering students as EFL learners. Using qualitative data, this study discusses the use of request strategy in case-based teaching of foreign languages. The participants of the study are 37 Industrial engineering students who learnt English in the second semester. The testing instruments used were discourse completion task. For this aim, a discourse completion test was used to generate data related to the request strategies by each group. Selection of request situation in discourse completion test was based on three social factors of relative social distance, power, and rank of imposition. The participants� responses were analyzed according to the classifications of request strategy by Blum-Kulka & Olshtain. The case study findings indicate that 57% of Industrial Engineering students� responses mostly use conventional indirect strategies, 29.2 % responses are direct strategies, and 13 % responses belong to non-conventional indirect strategies. 49.7 % responses belong to query preparatory.� 17.8 %� responses� are identified as explicit performatives, 10.3 %� responses categorized as want statements, 9.2 % responses classified as strong hints, 6.5 % responses grouped as mild hints, 4.9 % responses recognized as suggestive formulas, and 1.6 % responses indicated as mood derivable. The indirectness is greatly influenced by students� cultural background, which belong to high-context culture. People in high context culture refer to the value cultures placing on indirect communication. A message is understood with a great deal of gesture, facial expressions, tone of voice, eye contact, body language, posture, and other ways people can communicate without using language. The findings of this study may set pedagogical implications for teachers, and learners of EFL therefore conducting a further field investigation is recommended to have in depth exploration�� about request strategies made by EFL Learners.
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Siqueira, Sávio. "Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English." Education Sciences 11, no. 5 (May 14, 2021): 235. http://dx.doi.org/10.3390/educsci11050235.
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Based on an ethnographic research study involving Brazilian teachers from different educational contexts in the city of Salvador, Brazil, this paper aims to approach and discuss the dialogic relationship between critical pedagogy and language education, within the context of English as a global lingua franca. The main goal of the original work was to investigate how EFL teachers see themselves as language professionals in the contemporary world, how aware they are of the implications related to the condition of English as an international language or a global lingua franca, and to what extent they conceive teaching the language under a critical intercultural pedagogy. Data were generated through a questionnaire, class observation sessions, and video recordings of semi-structured group interviews in which issues like the globality of English, culture teaching, interculturality, and critical (language) pedagogy were approached and debated. Results have shown that participants are aware of the implications of the global status of English and that teaching the language in these current times cannot happen in a neutral and/or uncritical way. It was also revealed that teachers find difficult to systematize the teaching of culture in their EFL classes, as much as it is challenging for them to see themselves as critical intercultural professionals who can engage in critical pedagogy in their specific educational settings.
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Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Teachers’ educational beliefs change through lesson study: implications for school culture." International Journal for Lesson & Learning Studies 9, no. 4 (July 10, 2020): 317–31. http://dx.doi.org/10.1108/ijlls-04-2020-0016.
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PurposeThe study aims at exploring the perspective of three English as a Foreign Language teachers after their year-long involvement in the Lesson Study project in the context of Kazakhstan in order to capture and list any perceived changes in teachers’ educational beliefs over the period of the Lesson Study intervention. The main argument of the study suggests that the school-based Lesson Study initiative is conducive to triggering changes in teachers’ educational beliefs, and thus, might lead to positive changes in school culture in Kazakhstani schools. Shaped following Hill et al., (1982) in Swales, 1990 hour-glass model of a research project (Swales, 1990), the article reflects the third concluding part of the Ph.D. thesis focusing on the implementation of the Lesson Study methodology in Kazakhstan.Design/methodology/approachThe study adopts the qualitative research design and follows the narrative inquiry methodology. The three narrative interviews (Bauer, 1996) are utilized as the main method of data collection. The data were analyzed as text following a general inductive approach (Thomas, 2003), where emerging themes were identified employing data reduction and further sub-categorized through the conceptual and theoretical lenses of the study. The emerged categories reflecting the perceived shifts in teachers’ educational beliefs were dialectically linked to implications for school culture in Kazakhstani schools.FindingsAs data suggest, the respondents’ active engagement in the Lesson Study professional learning community and exercising leadership through implementing changes in their classroom practice has made a positive impact on teachers’ rethinking their teaching practice, attitudes to students and their learning, collegiality, and professional self-identification. We conclude that, if organized properly, Lesson Study has enormous potential to facilitate changes of teachers’ educational beliefs: from direct transmission beliefs toward constructivist beliefs, from restricted professionals’ beliefs toward reflective practitioner beliefs and attitudes, toward beliefs in the power of student’s voice, and collaboration. Those shifts are linked to establishing a more positive, child-friendly and rights-based school culture with teachers’ shared visions and capacity for innovation.Research limitations/implicationsWe acknowledge that the abundance of the reported positive changes or perceived shifts in teachers’ thinking might not be the indicators of actual changes in their beliefs. We emphasize that the study was carried in a controlled context, i.e. the three ELF teachers were constantly supported, and the teacher talk was systematically guided by a trained facilitator. Warned by Giroux et al. (1999), we are aware of the major challenge of the fundamental assumption of critical pedagogy that teachers are willing and able to undertake “the practice of analyzing their practice” (p. 27) voluntarily. Thus, the question remains open: if the facilitator’s support is eliminated, will the results point to the occurrence of the disruption and disorientation as a necessary condition for the beliefs change?Originality/valueCarried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of conceptual and theoretical lenses, the research contributes to the academic literature by connecting teachers’ educational beliefs, Lesson Study and school culture. The findings might be of value for the school leaders, educators, teacher trainers, and policymakers to advocate Lesson Study as a systematic approach to the whole-school improvement, as a tool to facilitate positive changes in school culture, as well as give impetus to studies employing the school culture perspective in developing Lesson Study impact evaluation tools.
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Bryson, Colin. "A cross-university initiative to enhance SOTL through a students as partners approach." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 218. http://dx.doi.org/10.21100/jeipc.v3i1.578.
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This case study evaluates a new initiative to establish a cross-disciplinary forum focusing on enhancing learning, teaching and the student experience. All staff and students are welcome to participate and participants set the agenda themselves. The intention is to have open and informal dialogue and to work in partnership towards setting up collective participatory action-research projects. This is modelled on the Teaching and Learning Academy at Western Washington University (Werder and Otis, 2010). An important aim was to create a space to give voice for those - the so-called ‘hard to reach’- who do not get such opportunities in traditional structures. There have been many challenges to creating a sustainable and successful working model, not least such barriers as communications, creating time and opportunity and working against current dominant cultures. Nonetheless, staff and students, including many international students, have participated and found legitimacy to discuss their own priorities.
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Hassim, Siti Hajar, and Azlina Abdul Aziz. "Using Soleh English (SE) Teaching Materials with The Integration of Cultural and Islamic Values: Islamic Preschool Teachers’ Voices." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (April 8, 2021): 178–90. http://dx.doi.org/10.47405/mjssh.v6i4.733.
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English Language Teaching (ELT) materials are significant as tools in facilitating a second language teaching and learning including for preschool level. Also, it is necessary for teachers to opt for appropriate ELT materials which encompass cultural and local identity to generate a meaningful and relatable context of teaching and learning. Nonetheless, most of the materials currently available for preschool education in the publishing market are foreign and therefore little focus on local context. It is more evident in Islamic preschools, as the ELT materials need to be infused with Islamic values to align with the philosophy of Islamic preschools. Hence, this paper presents and discusses a part of a study on Islamic preschool teachers’ perception of the Soleh English (SE) teaching materials developed in the attempt to integrate Malay culture and Islamic values with ELT. The study employed a Case Study design involving five female Islamic preschool teachers in the Klang Valley Region. They were purposely chosen based on their experiences using the SE teaching materials. The data was obtained through semi-structured interviews and triangulated with a questionnaire and document analysis. The interview data reported in this article were thematically analysed. Findings illuminated four key themes for each research question which indicated that there is an integration of cultural and Islamic values in the SE teaching materials as well as in ESL teaching. This enabled the teachers to instil Islamic and cultural values in their English language teaching in contribution to generate noble citizens.
Keywords: materials, ESL teaching, integrated values, islamic preschool, cultural.
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Giroux, Henry, and Peter McLaren. "Teacher Education and the Politics of Engagement: The Case for Democratic Schooling." Harvard Educational Review 56, no. 3 (September 1, 1986): 213–39. http://dx.doi.org/10.17763/haer.56.3.trr1473235232320.
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Henry A. Giroux and Peter McLaren argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via an ethical and political discourse that recasts,in emancipatory terms, the relationships between authority and teacher work, and schooling and the social order. Moreover, the authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a critical pedagogy, one that values student experience and student voice. In presenting this essay, the editors of HER hope to initiate a dialogue that will continue in the November special issue, "Teachers, Teaching, and Teacher Education." We believe that Giroux and McLaren's provocative ideas serve well to usher in this discussion; they remind us also of the complexity of the issues which we as educators and as students confront in attempting to promote progressive forms of social, political, and intellectual life.
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Tammaro, Rosanna, Marika Calenda, Annamaria Petolicchio, and Iolanda Sara Iannotta. "Action-Research in the Student Voice Perspective: the Fourth Year Upper Secondary School Class Case." Journal of Education and Training 3, no. 2 (July 9, 2016): 36. http://dx.doi.org/10.5296/jet.v3i2.9479.
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<p>This paper describes a study that is currently being carried out in an Upper Secondary School in the Province of Salerno (Campania, Italy). Using the Student Voice approach, the research group of the University of Salerno started the study with the aim of spreading the culture of participation and the active involvement of students in school life, while also strengthening their role as active decision-makers in the teaching/learning processes. This research is divided into two stages: an exploratory phase, that is currently being carried out and interests only one fourth year class of a Second Level College of Science: we define this phase our pilot study. Subsequently, based on critical situation and results of the first phase, the aim is to include a larger number of students. The pilot study involves 22 students of a fourth year class and deals with the problems of inattention and lack of interest that, in general, students demonstrate towards school activities. The main purposes of this first phase are: to gather information and to analyse the reasons for this recurring behavior; to implement, with the Student Voice approach, resolved strategies, as well as, verify their effectiveness; and based on this study’s results, we want to involve a larger number of students, if possible, during the next school year (2016/2017). The aim is to establish a different relationship with students, promoting dialogue and debate with teachers, to bring out their points of view, their wishes, the expectations they have towards the school, in order to integrate their concerns in the decisions which affect them. The approach used in this study is <em>qualitative-hermeneutic</em>; an Italian schoolteacher that is co-author of this paper, with the support of the research group, carried out the Action-Research; the data are the result of the observations, group discussions and comparisons. First, a questionnaire was developed to find initial information regarding the students’ opinion about the use of technologies for didactic activities, suggestions and preferences on learning. Subsequently, a qualitative data analysis was carried out, useful to achieve new information for research continuance, specifically to construct the instrument that will be used in the second phase.</p>
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Sidky, Gihan. "The Power Game: Power Dynamics between the Teacher and the Students in a Graduate Seminar." English Language Teaching 10, no. 5 (April 26, 2017): 179. http://dx.doi.org/10.5539/elt.v10n5p179.
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This study investigated power relations in a graduate seminar on Literacy learning and knowledge acquisition. Three categories were examined in relation to ideological assumptions: students’ expectations, institution’s expectations, and teachers’ perceptions of their roles as guided by their teaching perspectives. The study aimed at identifying how those aspects shaped by ideological perspectives influenced the interviewed teachers’ viewpoints about power dynamics. It also addressed the dominance of the mainstream norms over those of the minority students coming from different cultures. The issue of voice in relation to diversity was discussed as an important factor that shaped power relations in classroom discourse. A critical perspective was adopted throughout the paper with the purpose of advocating a pedagogical stance that would encourage the empowerment of students and build upon their diversity. Through the study of field notes and audio tapes of interviews and classroom interactions, three main factors seemed to have contributed to teachers’ perceptions of power relations within classroom settings. The factors were: students’ expectations, institutions’ expectations, and teachers’ perceptions of their roles. Regarding issues of voice, participants seemed to have come to a consensus concerning reasons that might have led to persistence on teachers’ part to students’ conformity to mainstream norms, which they explained in terms of limitations in most teachers training in dealing with diversity.
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Gul Khattak, Shabana Shamaas. "Hearing Silent Voices and Listening to Perceptions and Experiences of Pukhtun Women on Higher Education: Opportunities for Women in Pakistan." Pakistan Journal of Women's Studies: Alam-e-Niswan 25, no. 1 (July 8, 2020): 35–58. http://dx.doi.org/10.46521/pjws.025.01.0053.
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The aim of this study is to investigate factors relating to the low level of women’s participation in higher education in Khyber Pukhtunkhwah (KP), aparticularly conservative and traditionalist region of Pakistan, adjoining Afghanistan. The data analysis shows that women who succeed in entering higher education are in general from the elite/upper and the upper-middle classes. However, even these elite women face problems relating to particularly conservative understandings and practices that are culturally specific to Pukhtun culture rather than to the actual teachings of Islam, the religion professed by a majority of the people. In addition, attitudes towards women and the language of instruction have implications on women's access to education. More importantly, women of all economic classes have difficulty in making their own decisions and have to seek approval from their families, particularly their male relatives. The paper argues that men (and women) misinterpret teachings of religion, in other words they ‘culturalise’ Islam, instead of Islamising their culture. Drawing upon women's narratives, this study not only investigates factors affecting female participation in higher education in KP, but also gives voice to the traditionally voiceless Pakhtun women and puts on record stories not heard before.
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McCarthy, Glenda, and Christine Rogers Stanton. ""Let His Voice Be Heard": A Community's Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 1. http://dx.doi.org/10.18251/ijme.v19i3.1385.
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Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses to the focus novel, the importance of teaching about context and multiple perspectives, and the potential for student agency and social action. The results also provide cautionary notes about the complexity of critical pedagogy and the importance of community consultation.
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Yulianto, Slamet Wahyudi. "Critical Pedagogy Principles in Teaching EFL Reading." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 25. http://dx.doi.org/10.25134/erjee.v4i1.305.
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This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL) reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1) offering problematic topics and reading materials that are linked to the students‟ lives, (2) encouraging students to read between the lines, (3) distributing classroom power, and (4) creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1) language development and (2) new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1) the lack of classroom-friendly authentic controversial reading materials, (2) the passive culture, and (3) the unpredictable classroom.Keywords: critical pedagogy principles, critical thinking skills, EFL reading class
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Alenkina, Tatiana Borisovna. "The structure of academic writer identity in L2 book reviews by Russian undergradu-ates: Voice and stance." Science for Education Today 11, no. 4 (August 31, 2021): 156–69. http://dx.doi.org/10.15293/2658-6762.2104.08.
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Introduction. The article focuses on theoretical and practical aspects of academic writer identity. The theoretical aspect comprises the analysis of the Anglo-American bulk of research devoted to the problem of writer identity in the academic written discourse. The purpose of the article is to define the structure of writer identity, its voice and stance. The practical objectives of the study is to investigate the identity of novice academic writers represented in their language choices as well as to describe the mechanism of such choices. In order to accomplish the purpose of the research, three types of writer positioning are distinguished: ideational, interpersonal, and textual. Materials and Methods. The theoretical analysis is based on the Systemic Functional Linguistics (SFL) approach and Rhetorical Genre Studies as well as recent developments of ESP. The analysis of empirical data has been conducted using the methods of discourse analysis as well as qualitative and quantitative methods of data processing. The study reveals the voice and stance represented by lexico-grammatical means of the English academic written discourse. The conducted experiment introduces the context of ESP and models the situation of the implementation of the genre approach in the Academic Writing course in the Moscow Institute of Physics and Technology, which is one of the leading technical universities in Russia. The research materials include texts of academic book reviews written in English by Russian undergraduates. Results. The study has revealed the social nature of writer identity determined by the genre hybridity of a book review. It is shown that identification and positioning are in direсt connection with the source text; thus, while choosing a textbook of a general science book, the writer identity is getting to be collective or professional. Depending on the functional style of the source text, the rhetorical markers are changing as well. Thus, while choosing a textbook, students are writing for the teacher and addresses the student audience; at the same time in case of the general science text, the student rises to the level of an expert and addresses the scientific community. The popular science text helps work out the individual voice while the author’s style is changing toward the creative one and the dialogue between the writer and the reader is taking an intimate coloring. Subjectivity markers (adjectives with the negative value, boosters) are getting to be typical for the Russian linguistic and academic culture. Conclusions. The article concludes that constructing the socially-predetermined writer identity is an essential skill for students and academics. The writer identity is fluid and changeable depending on the social context – academic discourse and genre characteristics. The genre of a book review that combines objectivity and subjectivity gives an opportunity to construct writer identity according to the choice of the source text. The writer identity is culturally-predetermined and connected with the standards of Russian linguistic culture, academic rules and traditions of teaching English as a foreign language in Russia.
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Awang-Hashim, Rosna, and Nena P.Valdez. "Strategizing Inclusivity in Teaching Diverse Learners in Higher Education." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 105–28. http://dx.doi.org/10.32890/mjli2019.16.1.5.
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Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology - Participants were nine academicians (6 males and 3 females) who emerged from natural retention along the iterative cycles on Community of Practice (CoP) participation. The present study adopted CoP as the theoretical lens and a methodological tool to understand what strategies higher education practitioners devise for their inclusive teaching and learning practices in response to the diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories- strategies and challenges. Later, according to the prevalence and frequency count the strategies were analysed against the challenges reported and finally the strategies were reduced into major themes. Findings - Three major themes emerged that report the inclusive strategies conceived by the participants. The themes were - Inclusive/differentiated assessment which suggested that creating differentiated assessment that are inclusive in nature and can provide equal opportunity to every student to participate. The second theme, Motivation and Goal Strategies, revealed that students were found to be diverse in their goals for learning, hence, a variety of motivational strategies such as including students’ voice, providing them a clear rationale for studying and fostering relatedness were deemed suitable to address those differences. The final theme, inclusive pedagogy suggests a variety of accommodations to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students’ differences. Significance -The findings have implications for faculty professional development, classroom teaching practices for inclusive pedagogy in higher education institutions and use of CoP as a framework for such developments.
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Ніколаєва, Софія Юріївна, Катерина Олександрівна Шевелько, and Яна Геннадіївна Фабрична. "ICT-SUPPORTED EXTRA-CURRICULAR ACTIVITIES FOR UNIVERSITY STUDENTS MAJORING IN TRANSLATION STUDIES." Information Technologies and Learning Tools 77, no. 3 (June 19, 2020): 175–85. http://dx.doi.org/10.33407/itlt.v77i3.2937.
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In the context of the reformation of the higher education in Ukraine the preparation of translators and interpreters requires new approaches to the process of teaching and learning. It presupposes the implementation of ways and forms aimed at active rather than passive learning, an increased sense of academic autonomy, development of motivation, responsibility and accountability in acquiring profession-specific knowledge, skills, communicative abilities and attitudes as well as interdependence and mutual respect between the academic teacher and the student.
The authors of the article argue that the language tuition to students majoring in translation studies contributing to the overall development of their professional competence of intercultural mediators can be carried out in the form of extra-curricular activities via information and communication technology tools.
With respect to the results of the grounded study of current tendencies, achievements and problems, valuable experience and outcomes related to the issue under consideration, the paper reflects on two extra-curricular activities, their stages, aims, objectives and tasks performed; analyses their importance and efficiency in promoting students’ autonomy and responsibility; outlines the role and the functions of information and communication technology tools used.
The English Speaking Club involves specially arranged meetings intended to provide practising English autonomously outside the classroom context. Participating in conversations with a native speaker students have the opportunity to improve their vocabulary, grammar, pronunciation skills, enrich their background knowledge of traditions and culture of the English-speaking countries as well as overcome psychological barriers while expressing personal views and ideas.
Translation and Voice Over Recording Studio is organised as a project activity tailored to initiate student translators and interpreters to the real workflow of a project team specialising in translation of different types of audio and video texts in the English language into Ukrainian and their further voice over recording. Performing roles of translators, proofreaders, editors, voice-over artists and sound directors, the participants have the opportunity to practically implement knowledge, skills and communicative abilities obtained while learning profession-specific subjects at the university, developing and improving translation and interpretation skills in particular. Specially selected information and communication technology tools provide the efficient organisation of the Club’s and Studio’s work.
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Gibson, Caitlin, and Annesha White. "Patients as Teachers of Cultural Sensitivity in Pharmacy Education." INNOVATIONS in pharmacy 10, no. 4 (November 8, 2019): 7. http://dx.doi.org/10.24926/iip.v10i4.1779.
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Introduction: Cultural sensitivity training among pharmacy students is required by the Accreditation Council for Pharmacy Education, but little data exists on effective practices for teaching these concepts. The goal of this case study was to describe the process and determine if integration of a patient-led Cultural Sensitivity Panel into the required didactic curriculum impacts pharmacy student perceptions of their own cultural competence.
Description of case: A special population was defined based on the CAPE competencies requiring students demonstrate sensitivity and responsiveness to culture, race/ethnicity, socioeconomic status, gender, sexual orientation, spirituality, disability, and other aspects of diversity and identity. Patients representing various special populations, such as veterans, the Deaf and hard of hearing population, the LGBT community, were invited to participate in a Cultural Sensitivity Panel for two consecutive years. Panelists shared information they wish future healthcare professionals understood about the population they represented and participated in a question and answer session. Pre- and post-surveys were conducted to assess the impact of the panel on student perceptions of cultural competence.
Results: Over two years, 138 students completed surveys. More than 95% of students agreed or strongly agreed that a cultural sensitivity panel is a worthwhile experience, and that the panel would help them change behaviors that may be culturally insensitive. Student perceptions of their own cultural competence significantly improved between the pre- and post- surveys; ethnicity, age and gender significantly impacted responses (p<.05). Key themes of responses to open-ended questions included learning about effective communication (64%), new resources for diverse patient populations (28%), addressing barriers to care (21%), the importance of patience and empathy (18%), and incorporating a patient’s background into their care (18%).
Exploration of case impact: Use of a cultural sensitivity panel provides patients with their own voice in discussing barriers to the provision of health care and thus mitigates the inherent bias and limitations of faculty members teaching about cultures and populations they do not represent.
Conclusion: This novel approach of integrating a Cultural Sensitivity Panel into the didactic curriculum positively impacted student perceptions of their own cultural competence and may improve culturally competent provision of care among pharmacy students.
Article Type: Case Study
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Connaughton, Brian. "Embracing Hugh Blair. Rhetoric, Faith and Citizenship in 19th Century Mexico." Anuario de Historia de América Latina 56 (December 19, 2019): 319–43. http://dx.doi.org/10.15460/jbla.56.149.
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This is a study of the key role of Hugh Blair, a Scottish Enlightened scholar and minister, in the understanding and teaching of rhetoric in a quarrelsome 19th-Century Mexico. His role as a master of multiple rhetorical forms, including legal prose, literary production and the sermon, emphasized effective communication to a broadening public audience in an age of expanding citizenship. First his Lectures on Rhetoric and Belles Lettres, and then several selections of his sermons, were introduced in Spanish to the Mexican public. Somewhat surprisingly, his works were highly celebrated and widely recommended, by persons on the whole political spectrum, with virtually no discussion of Blair’s political concerns or religious faith. His approach was useful, it was made clear, in a more fluid society aimed at modernization, but simultaneously contained a top-down view of life in society which seriously restricted sensitivity to the voice of common people. This article discusses his general acclaim and those limitations within the context of local and Atlantic history, taking into account the critical views of some of the numerous authors who have studied Blair’s work and his enormous influence during the 19th century. In the perspectives offered, his impact can be judged more critically in terms of an undoubtedly changing Mexican political culture, but one simultaneously opening and closing admission to effective citizenship.
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Arua, Arua E. "Flea market voices on literacy in Botswana." JULACE: Journal of the University of Namibia Language Centre 3, no. 2 (December 31, 2018): 61–71. http://dx.doi.org/10.32642/julace.v3i2.1385.
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This paper presents the views of some flea market vendors and clients, especially those whose voices are never heard, on the literacy and education issues that affect Botswana. Although small, the sample of respondents used for this study is representative of the kinds of people that populate flea markets. However, a large percentage of the respondents are male, thus indicating that male voices are dominant even in this setting. The findings of the study, which are similar to those in the literacy literature on Botswana, include the following: children lack interest in reading; parents have not been involved in their children’s reading development; and there are inadequate library and other resources to support a reading culture in Botswana. Some respondents advocate direct teaching of reading to their children, procuring reading materials for them and sending them to good private schools as ways of improving their children’s reading. Overall, the study shows that there is need to complement the top-down approach with the bottom-up approach, as there are valuable lessons policy makers can glean from canvassing the views of those in non-traditional government structures such as the flea markets.
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D'Angelo, Sophia. "Effective Pedagogy in the Context of a Competency-Based Curriculum Reform: Perceptions of Teachers in the Dominican Republic." Revista Caribeña de Investigación Educativa (RECIE) 5, no. 1 (January 15, 2021): 7–18. http://dx.doi.org/10.32541/recie.2021.v5i1.pp7-18.
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In 2016, the Dominican Republic Ministry of Education launched a competency-based curriculum, thus promoting a constructivist and learner-centered pedagogy. However, two years later, a national study found that several obstacles impede the implementation of this curriculum, specifically teachers’ lack of appropriation which resulted in the use of traditional instructional methods such as copying. By further exploring the culture of copying in Dominican public schools, this study contributes to the literature on effective pedagogy at the primary level. Using an ethnographic lens, the research explores the perceptions of four teachers in two schools in order to provide a more nuanced understanding of what it means to be effective in the context of the Dominican Republic. Drawing on data from interviews and observations, the study seeks to address the following questions: How do teachers conceptualize effective teaching and learning? In what ways do these perceptions reveal themselves in the classroom? What facilitators or inhibitors to effectiveness exist? The findings demonstrate that teachers construct practical knowledge that allows them to tend to the culture of copying in a more reflexive manner. They reject copying as an effective teaching strategy and demonstrate evidence of a paradigm shift towards constructivism. However, they still resort to using copying as a pedagogical activity due to several reasons: their perceptions of students, of curricular content, and of the political and material conditions in which they work. This study thus argues for more research that explores teachers’ voices and sense-making processes in order to understand not just what teachers do, but why they do it.
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Zilka, Gila Cohen. "Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson." Review of European Studies 12, no. 4 (September 24, 2020): 1. http://dx.doi.org/10.5539/res.v12n4p1.
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The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.
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Carpio, Karla Del. "Education: An Excellent Opportunity to Respect, Maintain and Promote Indigenous Children’s Cultural and Linguistic Richness." Journal of Language Teaching and Research 12, no. 3 (May 1, 2021): 325–32. http://dx.doi.org/10.17507/jltr.1203.01.
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Education can provide the opportunity to affirm indigenous children’s cultural and linguistic identity by using their funds of knowledge as an essential tool in the teaching and learning process. This paper emphasizes the importance of using indigenous children’s voices, knowledge, and wisdom to continue to develop their talents and capacities to share, learn, inquire, analyze, and create. To do so, indigenous children should be given the opportunity to participate in meaningful activities that allow them to utilize their native language and culture which can be done through bilingual discussions, debates, artistic works, creation of poems, singing of songs, games and group activities related to their own indigenous culture while using both their native and second languages. Also, critical thinking skills can be developed through the use of this type of activities that can be artistic and also promote collaborative work since bringing the community together is fundamental in the indigenous cosmovision. In addition, the techniques that are suggested in this piece can help create a peaceful/harmonious environment in the classroom where students’ affective filters are open to welcome and practice the target language since enriching interactions that embrace diversity in all its dimensions are promoted. Thus, the purpose of this manuscript is to share some ideas to make the teaching and learning process more meaningful, respectful, harmonious, and enjoyable through artistic activities that promote indigenous children’s own language, culture and cosmovision. The ideas that will be discussed in this piece are based on a qualitative research study conducted at a Spanish-Indigenous Tsotsil bilingual school in Chiapas, Mexico.
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Semian, Nataliia. "DEVELOPING SOCIO-CULTURAL COMPETENCE IN PHILOLOGY MAJORS THROUGH POETRY READING: APPROACHES AND PRINCIPLES." АRS LINGUODIDACTICAE, no. 4 (2019): 44–49. http://dx.doi.org/10.17721/2663-0303.2019.4.06.
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Background: The need to develop students’ socio-cultural competence is grounded in the socio-cultural framework which places a meaningful emphasis on interpersonal interaction as a significant motivating force of human learning and development. In this theoretical framework, ‘approaches’ and ‘principles’ of teaching foreign languages (FL) are viewed as the two essential methodology concepts affecting both FL learning and building socio-cultural competence. In a regular classroom, the suggestions to enhance socio-cultural competence through reading poetry are voiced. Socio-cultural implications for classroom activities include using specific approaches and principles which help identify a fundamental relationship between language and culture. Teaching a FL through poetry enables students to perceive the nature of the relationship between language and culture. Purpose: The article aims at selecting approaches to developing students’ socio-cultural competence in reading through poetry works. It presents the definitions, determines principles as well as provides analysis of the approaches in terms of their implementation in FL training. Results: The role played by culture and language in human development is an essential aspect of this research. The findings of the study prove that socio-cultural competence in reading emphasizes the interdependence of social and individual processes in the construction of FL knowledge. As a result of the research, this article shows that the theoretical basis is formed by the following approaches and principles in developing students’ socio-cultural competence in reading through poetry works: competency building, hermeneutic, communicative and country-study approaches. The article gives detailed analysis of each approach. The approaches and principles mentioned provide developing socio-linguistic competence in reading and can be integrated in the process of studying. Discussion: Authentic English poetry provides invaluable information about the life of British society. However, before using authentic poems in the classroom, they should be carefully selected against certain criteria of building socio-cultural competence in reading through poetry as well as pedagogical conditions which provide developing socio-cultural competence. Attention should be paid to motivate students’ interest towards the target culture enabling them to be culturally adequate speakers of English
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Koikov, Vitaliy. "Study of the Institutional Environment of Higher Medical and Medical Colleges Based on a Survey of Students, Teachers and Administrative and Management Personnel." Journal of Health Development 2, no. 37 (2020): 4–19. http://dx.doi.org/10.32921/2225-9929-2020-2-37-4-19.
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Abstract The purpose of this study was to study the institutional environment of higher medical and medical colleges (HMC and MC), including such components as «The quality of the educational process»; «Administration of the educational process and safety culture»; «The quality of the scientific process»; «The quality of the clinical process»; «Anti-corruption culture and anti-corruption». Methods.The research was carried out on the basis of a survey of students, teachers and administrative and management personnel (AMP). In total, respondents from 73 HMC and MC took part in the survey, including 13 110 students, 825 teachers and 199 representatives of AMP. Results. An analysis of the qualitative characteristics of the persons who were accepted in the survey indicates a lack of nursing education and an insufficient level of academic achievement (confirmed by a scientific / academic degree) in the majority of AMP and teachers of the HMC and MC. At the same time, teachers with little pedagogical experience and AMP with no / short duration of pedagogical experience tend to overestimate all the studied questions. Analysis of the administration of the educational process and safety culture indicates that teachers and AMP give a much higher assessment of ensuring the rights of students and the level of friendliness of relations with students than the students themselves, which, in fact, indicates insufficient contact between teachers and AMP with students in terms of assessing their needs and requirements; The analysis of the quality of the scientific process indicates that the least accessible for the research work of students are the presence of electives in scientific areas, work in the laboratory, the opportunity to travel to scientific conferences in the Republic of Kazakhstan, to near and far abroad. All categories of respondents require building competence in working with scientific knowledge bases Scopus, Web of Science Nursing Reference Center Plus, CINAHL (EBSCO). An analysis of the quality of the clinical process indicates that, on average, only 2/3 of the respondents, students and teachers note satisfaction with the equipment of clinical sites, the provision of the necessary premises and resources from the clinical sites, access to medical equipment at clinical sites, and access to patients. AMP tends to give a higher assessment of the quality of the clinical process. An analysis of the level of anti-corruption culture indicates that the greatest risk of situations in which elements of corruption in college are most common occurs when entering college, when passing midterm exams (ratings), when passing final exams and tests. As the main reasons for corruption in college, the majority of respondents indicate the low level of teacher salaries, low interest in studying among students. The teaching staff and the AMP give a much higher assessment of satisfaction with the level of response of the college administration to complaints regarding the facts of corruption and unethical attitude than the students themselves. Сonclusions. The results of the study indicate the need to strengthen the selection of personnel for the AMP positions in colleges with the introduction of a mandatory requirement for the presence of at least 5 years of teaching experience, the presence of an academic degree. According to the experience of leading foreign universities and colleges, it is necessary to encourage the practice of combining teaching positions and positions of administrative and managerial personnel. It is necessary to introduce mandatory certification of college teachers, as well as mandatory certification of AMP, every 3-5 years according to clear KPI criteria that assess their work. The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting questionnaires by teaching staff, AMP and other categories of employees in order to study the institutional environment of MC and HMC and prompt response to problems voiced by students and employees. Keywords: medical college, medical education, Kazakhstan.
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Santos, Saionara Figueiredo, Fabiana Paula Bubniak, and Bruno Panerai Velloso. "Representações sociais e educação ambiental: surdos no filme A gangueSocial representations and environmental education: deaf on the film The tribe." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental 35, no. 1 (May 18, 2018): 76–91. http://dx.doi.org/10.14295/remea.v35i1.7367.
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Este artigo é reflexo do aprofundamento do estudo apresentado no VII Encontro e Diálogos com a Educação Ambiental. Neste pretendemos destrinchar as representações sociais de sujeitos surdos, presentes no filme A Gangue (2014).. A partir do projeto de extensão intitulado “Cineclube Surdo”, executado junto aos servidores e alunos do Instituto Federal de Santa Catarina, campus Palhoça Bilíngue (o qual atende surdos em sua prioridade), tínhamos como objetivo principal apresentar à comunidade produções cinematográficas realizadas por sujeitos surdos ou que representem a cultura dessa minoria linguística. No caso do filme A Gangue, este estava entre estas produções o filme escolhido para ser objeto de análise deste estudo. Assistiram este filme alunos surdos e ouvintes e servidores do campus, além de membros das associações de surdos catarinense. Após assistirem o filme, foi realizado um debate orientado por questões acerca da representação dada ao surdo, a estética dada a esta temática e a linguagem utilizada. A discussão foi estimulada, focada na representação surdo como criador no campo da arte e da importância do ensino de técnicas audiovisuais que podem dar voz a esse público na cultura popular. Neste estudo, buscamos articular as falas coletadas destas discussões com as abordagens teóricas da Educação Ambiental, evidenciando novas perspectivas de articulação e o seu caráter transcendental.
This article reflects the deepening of the study presented at the VII Meeting and Dialogues with Environmental Education. In this we intend to unravel the social representations of deaf subjects, present in the film The gang. From the extension project "Cineclube Surdo", executed with the servers and students of the Federal Institute of Santa Catarina, campus Palhoça Bilingual (which attends deaf in its priority), we had as main objective to present to the community cinematographic productions made by subjects deaf or representing the culture of this linguistic minority. In the case of the film The gang, this was between these productions the film chosen to be object of analysis of this study. This film was watched by deaf students and listeners and servers of the campus, as well as members of associations of the deaf from Santa Catarina. After watching the film, a debate was conducted, guided by questions about the representation given to the deaf, the aesthetics given to this theme and the language used. The discussion was stimulated, focused on deaf representation as a creator in the field of art and the importance of teaching audiovisual techniques that can give voice to this public in popular culture. In this study, we sought to articulate the statements collected from these discussions with the theoretical approaches of Environmental Education, evidencing new perspectives of articulation and its transcendental character.
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Guo, Xiaojia, Hao Chen, and Peng Jiang. "Y International Group (YIG): Surviving Vietnam's anti-China riots in 2014." Emerald Emerging Markets Case Studies 5, no. 5 (September 24, 2015): 1–7. http://dx.doi.org/10.1108/eemcs-10-2014-0265.
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Subject area This case describes a real-time crisis experienced by the co-founder (Mr Yang) of a multi-national Chinese company operating in Vietnam during the 2014 Vietnam riot. After the strike broke out, Mr Yang made several critical decisions to protect and save both his factory and employees. Study level/applicability This case is applicable to graduate-level management courses such as: Business ethics, Decision-making, Business Communication and Cross-Cultural Management. Students should have some knowledge in Decision-Making concepts (e.g. “bounded rationality”); in Cross-Cultural Management concepts (e.g. “culture norms”); and in Strategic management theory such as “institution-based view” (e.g. formal vs informal institutions). Case overview Part A of the case introduces the main character (Mr Yang) and his factory in Vietnam, the escalation of the strike and the course of the crisis. It also elaborates the important critical decisions Mr Yang made to save both his factory and employees. Part B of the case describes the rescue of Mr Yang and his Chinese employees, his actions after the crisis and strategic positioning in future business. Part C of the case introduces the aftermath of the riot and Mr Yang's reflection regarding the crisis. Expected learning outcomes The instructors may emphasize different learning objectives in different courses. Business Ethics: help the students learn to recognize, clarify, speak and act on their values when conflicts arise. Decision-Making: helps the students understand the logic of sense-making in crisis and the concept of bounded rationality. Business Communication: helps the students learn to raise issues in an effective manner and learn to deliver their own responses effectively. Cross-Cultural Management: helps the students identify and analyze the many ways in which managers can voice and implement their values in the face of critical moments in a different cultural environment. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Warren, Elizabeth, and Janine Quine. "A Holistic Approach to Supporting the Learning of Young Indigenous Students: One Case Study." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 12–23. http://dx.doi.org/10.1017/jie.2013.9.
Full textAbstract:
Due to the high turnover of teaching staff in remote schools, the long-term sustainability of educational initiatives that enhance Indigenous student's learning is a major concern. This article presents a study of a remote Indigenous school (Ischool) situated in Queensland. Ischool has changed its approach to leadership, particularly the distribution of power and authority within the school context, to address this concern. The focus is on building the capacity of Indigenous staff. It is a holistic and communal approach that is culturally inclusive of Indigenous ways of being and operating. The approach actively ensures that power and authority, and roles and responsibilities, are shared between Indigenous and non-Indigenous staff. Data were collected in one-on-one interviews with Indigenous and non-Indigenous participants involved in the change process. A grounded methodological approach was utilised using open coding to break down data into distinct units of meaning. The results reveal that the Indigenous community of Ischool were more committed to promoting and sustaining education initiatives that improve student learning when: (a) school leadership structures were inclusive of Indigenous voices and Indigenous ways of relating; (b) power and authority within the school context was shared, and (c) Indigenous staff were included in professional development opportunities that foster collaborative classroom partnerships and legitimise their own knowledge of their culture and community.
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Maugesten, Marianne, and Ingebjørg Mellegård. "Profesjonelle læringsfellesskap for lærere i videreutdanning-utvikling i kunnskapskulturen." Acta Didactica Norge 9, no. 1 (September 4, 2015): 13. http://dx.doi.org/10.5617/adno.2369.
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Evaluering av den nasjonale etter- og videreutdanningsstrategien Kompetanse for kvalitet viser at lærere i videreutdanning deler lite av den nyervervede kunnskapen med kollegaer og ledelse, og at det i begrenset grad legges til rette for kunnskapsdeling fra skoleledelsens side. I Kunnskapsdepartementets (2011b) retningslinjer for Kompetanse for kvalitet understrekes den enkelte skole og skoleeier sitt ansvar for at kunnskapsdeling skal kunne gjennomføres ved videreutdanning. Denne ubalansen mellom utdanningsmyndighetenes krav og skolenes gjennomføring er utgangspunktet for denne studien; her undersøkes hvordan lærere i videreutdanning i engelsk og matematikk opplever at kunnskapsdeling med kollegaer innenfor et veldefinert læringsfellesskap kan påvirke deres kunnskapskultur. Studien har en kvalitativ tilnærming der empirien utgjøres av studentenes refleksjonstekster knyttet til deling av forskningsbasert kunnskap i et læringsfellesskap. Resultatene viser at lærerne og skolelederne har begrenset erfaring med slik kunnskapsdeling, men de opplever den som en helhetlig læringsprosess. Studien viser indikasjoner på at denne form for læringsfellesskap initierer gode fagsamtaler. Det kan se ut som om dette læringsfelleskapet hvor teori og praksis møtes, hjelper videreutdanningsstudentene i teoretiseringsprosessen. I et læringsfellesskap hvor både klasserommet og fagfellesskapet inngår som utprøvingsareaer, kan det være et potensial for utvikling i kunnskapskulturen. Ifølge Ertsås og Irgens (2012) er det nettopp evnen til teoretisering i kunnskapsutviklingen som er den kritiske faktoren for at læreren skal kunne utvikle og begrunne sin praksis og slik framstå som en profesjonell yrkesutøver. Studien baserer seg på gjennomføring av èn planlagt samling for kunnskapsdeling, noe som kan være en begrensende faktor, og videre studier over tid er derfor nødvendig.Nøkkelord: videreutdanning, læringsfellesskap, kunnskapskultur, kunnskapsdeling, refleksjon, teoretiseringAbstractThis study investigates the extent to which professional development courses can have an impact on teachers’ collaborative culture of sharing new knowledge within a well-defined learning community. Since the implementation of the latest school reform in Norway in 2006, teachers have been offered courses within a national programme of continuing education in which the educational authorities aim to motivate teachers to build collaborative learning communities. The participants in this qualitative study were in-service teachers during their professional continuing education in either English or mathematics. They were asked to initiate a meeting for some colleagues, plan and give a presentation of newly acquired methodology and conduct a follow-up discussion. The data consists of twenty reflection texts written by primary and lower secondary school teachers subsequent to their performance. This textual documentary material has been analyzed from deductive, inductive and abductive perspectives. Our study reveals that teachers have limited experience of knowledge-sharing within a carefully designed framework as described; however, they voice a belief in the true potential of such learning communities. Furthermore, questioning their own teaching practice in the company of other professionals generates reflection, which seems to initiate theorizing of their implicit knowledge. The teachers acknowledge the significant impact that presenting to their colleagues has on their own understanding. In sum, the present study seems to provide evidence that learning communities where theory meets practice, elicit professional in-depth discussions, which are essential in moving teachers’ knowledge cultures from primarily involving the sharing of teaching experiences towards also including theoretical reasoning (Ertsås & Irgens, 2012). This study is based on one arrangement of sharing knowledge within a learning community; it is necessary to do more investigations over time.Key words: professional development, course design, learning community, knowledge culture, knowledge-sharing, reflection, theorizing
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Spiridonova, N. I. "PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS." Education & Pedagogy Journal, no. 1(1) (July 6, 2021): 75–86. http://dx.doi.org/10.23951/2782-2575-2021-1-75-86.
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Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.
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Wilson, Virginia. "Academic Librarians Have Concerns about Their Role as Teachers." Evidence Based Library and Information Practice 3, no. 3 (September 3, 2008): 73. http://dx.doi.org/10.18438/b82k6h.
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A Review of:
Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71.
Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.”
Design – A literature review extended by qualitative semi-structured interviews.
Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”
Subjects – Six academic librarians.
Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring 2004 with six librarians (five women and one man), whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives” (Centre for Health Evidence).
Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from the data. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued. The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. The next theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians.
Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity.
Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for new academic librarians” (64). Regarding continuing and professional education, Walter concludes that “this study suggests that there are a number of important questions about the content and conduct of these opportunities for instruction librarians that have not been explored in the literature” (64). Finally, Walter concludes that “this study suggests that there is an important connection between research on student perceptions of academic librarians, the study of teacher identity, and the future of the profession” (64).
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De Vincenti, Gloria, and Angela Giovanangeli. "Enacting alternatives to nationalist essentialising in language learning: Students’ voices." Forum Italicum: A Journal of Italian Studies 55, no. 1 (February 2, 2021): 204–17. http://dx.doi.org/10.1177/0014585820986504.
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Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.
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Tran, Ly Thi. "Teaching and Engaging International Students." Journal of International Students 10, no. 3 (August 15, 2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Full textAbstract:
International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections.
Conceptualize Student Connection Through Formal and Informal Curriculum
Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility.
Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as:
• Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection
Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks.
Productive Connectedness
The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students.
Teaching and Learning for International Students
Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy.
Connecting
It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013).
Accommodating
Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities.
Reciprocating
Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community.
Integrating
Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes.
“Relationalizing”
“Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer.
Empathy
International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge.
Conclusion
Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.
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Lee, Ena. "The “other(ing)” costs of ESL." Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, no. 1 (May 9, 2008): 91–108. http://dx.doi.org/10.1075/japc.18.1.06lee.
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While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.
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Canonigo, Allan M. "Using a non-coercive process to engage mathematics teachers in lesson study." International Journal for Lesson and Learning Studies 5, no. 4 (October 10, 2016): 329–47. http://dx.doi.org/10.1108/ijlls-02-2016-0004.
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Purpose While lesson study may be powerful, it may also be either misguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomy are well entrenched. These concerns point to the need for a non-coercive process that has a positive focus, is essentially self-organizing, encourages deep reflection, and avoids the pitfalls of manipulation by school administrators and or knowledgeable others. The paper aims to discuss these issues. Design/methodology/approach Using a qualitative case study framed by an appreciative inquiry (AI) theoretical research perspective, the author documents the experience of teachers who worked through a complete lesson study cycle with tenth-grade Mathematics in the Philippines, systematically reconstructed from field texts and deliberate co-construction techniques. Findings AI can provide the inclusive collaborative relationship for lesson study to be non-coercive because it takes into account the teachers’ voices, provides a relational space for interactions, offers opportunities for meaningful dialogue, empowers teachers to take action, and manages cultural differences, which avoid the dangers of contrived collaboration that are used to manipulate and control teachers. Thus, many of the benefits of lesson study were achieved through deepened relationships and more collegial atmosphere in the schools. Research limitations/implications The study was conducted in a public high school participated by three mathematics teachers teaching grade 10. This paper limits only to social interactions and dynamics that emerged when the lesson study was first introduced in a particular school. As its limitation, it did not include revisions of the lesson developed, because this study concerned only on describing the process to engage mathematics teachers in lesson study. Social implications This paper poses that more attention needs to be given to the key issues related to social interactions and group dynamics that emerge when lesson study is introduced to existing school cultures and stakeholder relationships. Originality/value This first-hand account of using AI as a non-coercive process for teachers to change their practice to collaborate through lesson study hopes to prompt a conversation about the role of culture for lesson study to be successful in schools.
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Majumder, Zakir Hossain. "Orchestrating Cultural Differences in Pedagogy: A Transformational Experience." Dhaka University Journal of Linguistics 2, no. 3 (January 15, 2010): 91–100. http://dx.doi.org/10.3329/dujl.v2i3.4145.
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In this world of plurality and polivocality, it has become a challenge for both educators and learners to negotiate their voices and opinions on a number of things the way that they should move forward and hence give the pedagogy a go, keeping the tunnel open for any sort of heightened understanding between parties concerned. I, like others, in the same boat, feel the exigency of this orchestration, as I encounter the problems of differences in opinions between my students and me both inside and outside the classroom. Negotiating these differences between students and their teachers and also among themselves bring forth a practical challenge for both parties. The study in progress has actually grown out of my personal observations and interactions with my students inside and outside the classrooms. It also zooms in on my continual effort to find the middle ground to deal with these practical concerns. It also takes how my interactions with students have transformed the way I have been teaching for a long time. By the way, it would be apposite to mention that my purpose is here just to exploit the parameter of contact zone to show how it heleds me to resolve the crisis I experienced while teaching and interacting with my students. It does in no way encompass the whole process of learning and teaching in its entirety in view of the concepts of them having emerged in keeping with recent developments in the field. Key words: Culture, Transformation, Contact zoneDOI: 10.3329/dujl.v2i3.4145 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 91-100
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Rudin, Shai. "Responses of Arab teachers of Hebrew in Israel to an Israeli novel on Jewish-Arab relations." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 1–17. http://dx.doi.org/10.1108/jme-07-2019-0058.
Full textAbstract:
Purpose This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations. Design/methodology/approach This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel. Findings Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values. Practical implications These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative. Originality/value The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.