اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شمارهها | 385 |
| تعداد مقالات | 3,165 |
| تعداد مشاهده مقاله | 4,319,119 |
| تعداد دریافت فایل اصل مقاله | 2,916,122 |
A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 1، دوره 9، شماره 4، دی 2022، صفحه 23-1 اصل مقاله (529.09 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16834.2024 | ||
| نویسندگان | ||
| Leila Tajik1؛ Sara Pakand Ahmadi* 1؛ Seyyed-Abdolhamid Mirhosseini2 | ||
| 1Department of English, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 2The University of Hong Kong, Pok Fu Lam, Hong Kong | ||
| تاریخ دریافت: 06 بهمن 1400، تاریخ بازنگری: 05 خرداد 1401، تاریخ پذیرش: 08 خرداد 1401 | ||
| چکیده | ||
| Given the significant role of studying history in casting light on the past and present of events and providing future insight, the present study aimed to investigate the history of English teacher preparation programs offered in five famous private language institutes established in the second post-revolutionary decade (about thirty years ago) in Iran. Precisely, the study investigated the past and present of the programs in terms of their internal aspects as well as their response to external or sociopolitical associations of English language teaching (ELT) from their establishment. Two administrators, nine TPP (teacher preparation program) designers who were also teacher instructors, and two teachers were purposefully sampled. Data was gathered through conducting semi-structured interviews, in addition to analyzing documents available on the website of the institutes and those provided by the participants. Analyzing data through phronetic iterative approach manifested the related history in terms of five constant features including methodological directions as content, transmission approach in teacher preparation, providing teachers with external opportunities for professional development, insisting on monolingualism in ELT, and disregard for bringing the inclusion of local culture in ELT to the attention of prospective teachers, as well as three major changes comprising inclusion of teaching practice (TP), inclusion of technology education for ELT purposes following the outbreak of covid-19 pandemic, and enhancement of TPP duration. Specifically, the constant features disclosed lack of attention to external association of ELT in designing the programs while the major changes exhibited their internal development. Findings have implications to develop teacher preparation programs based on postmethod pedagogy. | ||
| کلیدواژهها | ||
| ELT؛ Sociopolitical Associations of ELT؛ Postmethod Pedagogy | ||
| عنوان مقاله [English] | ||
| بررسی تاریخچه تربیت معلم زبان انگلیسی در موسسات زبان خصوصی ایران | ||
| نویسندگان [English] | ||
| لیلا تاجیک1؛ سارا پاکند احمدی1؛ سید عبدالحمید میرحسینی2 | ||
| 1گروه زبان انگلیسی، دانشکده ادبیات، دانشگاه الزهرا، تهران، ایران | ||
| 2دانشگاه هنگ کنگ، پاک فو لم، هنگ گنک | ||
| چکیده [English] | ||
| با توجه به نقش محوری مطالعه تاریخ در روشن کردن گذشته و حال وقایع و ارائه بینش آینده محور، پژوهش حاضر با هدف بررسی تاریخچه دوره های تربیت معلم زبان انگلیسی ارائه شده در پنج مؤسسه زبان خصوصی معروف که دردههی دوم پس از انقلاب (حدود سی سال پیش) در ایران تأسیس شده اند، انجام شد. در این مطالعه برنامهها از نظر جنبههای داخلی و همچنین پاسخ به مسائل سیاسی اجتماعی آمیخته با زبان انگلیسی از بدو تأسیس تا کنون بررسی شدند. نه طراح دوره ی تربیت معلم که استاد دورهها نیز بودند، دو مدیر و دو معلم به طور هدفمند انتخاب شدند. داده ها از طریق انجام مصاحبه های نیمه ساختاریافته و تجزیه و تحلیل اسناد موجود در وب سایت مؤسسات و اسناد ارائه شده توسط شرکت کنندگان جمع آوری شد. پس از تجزیه و تحلیل داده ها از طریق رویکرد تکراری فرونتیک، تاریخچه مربوطه براساس پنج ویژگی ثابت شامل روش شناسی به عنوان محتوا، رویکرد انتقال در آماده سازی معلمان، فراهم کردن فرصت های خارجی برای پیشرفت حرفه ای معلمان، اصرار بر تک زبانی در آموزش زبان انگلیسی و عدم آشنا سازی معلمان با گنجاندن فرهنگ بومی در آموزش زبان انگلیسی و همچنین سه تغییر عمده شامل گنجاندن تمرین تدریس، گنجاندن آموزش فناوری برای مقاصد آموزش زبان پس از شیوع بیماری همه گیر کووید-19، و افزایش مدت زمان دورهها، نمایان گشت. به طور خاص، ویژگیهای ثابت عدم توجه به جنبههای سیاسی اجتماعی آمیخته با آموزش زبان انگلیسی در طراحی برنامه ها را نشان می دهند در حالی که تغییرات عمده توسعه داخلی آنها را نشان میدهند. یافتهها پیامدهایی برای توسعه برنامههای تربیت معلم زبان انگلیسی بر اساس آموزش پسا روش دارد. | ||
| کلیدواژهها [English] | ||
| آموزش زبان انگلیسی, جنبههای سیاسی اجتماعی آمیخته با آموزش زبان انگلیسی, آموزش پسا روش | ||
| مراجع | ||
|
References
Abasifar, S., & Fotovatnia, Z. (2015). Impact of teacher training course on Iranian EFL teachers’ beliefs. International Journal of Foreign Language Teaching and Research, 3(9), 63-75.
Adsit, J. N. (2004). Technology-mediated professional development programs for teachers and school leaders (ED 484654). ERIC.
Ahadi, A., Bower, M., Singh, A., & Garrett, M. (2021). Online professional learning in response to COVID-19—towards robust evaluation. Future Internet, 13(3), 1–22. https://doi.org/10.3390/fi13030056
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
Ary, D., Jacobs, L. C., Sorenson, C. (2010). Introduction to research in education (8th ed.). Cengage Learning.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.
Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL teacher education programs in Iran: The absence of teachers’ involvement. Iranian Journal of Applied Linguistics, 19(2), 61-86.
Baumgardner, R. J. (1990). The indigenization of English in Pakistan. English Today, 6(1), 59-65.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2014). Teacher research for professional development. In G. Pickering & P. Gunashekar (Eds.), Innovation in English language teacher education (pp.23-28). Selected papers from the fourth international teacher educator conference Hyderabad, India.
Borjian, M. (2013). English in post-revolutionary Iran. Multilingual Matters.
Block, D. (2004). Globalization and language teaching. ELT Journal, 58(1), 75–77.
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28(1), 29-39.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Caires, S., & Almeida, L. S. (2005). Teaching practice in initial teacher education: its impact on student teachers' professional skills and development. Journal of Education for Teaching, 31(2), 111-120.
Chapelle, C. A. (2003). English language learning and technology. John Benjamins.
Crandall, J. J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. doi: http://dx.doi.org/10.1017/S0267190500200032
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300-314.
De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759.
Diaz-Maggioli, G. (2003). Professional development for language teachers (ED489071). ERIC.
Dörnyei, Z. (2009). The 2010s communicative language teaching in the 21st century: The principled communicative approach. Perspectives, 36(2), 33-43.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge‐base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Freeman, D. (2016). Educating second language teachers. Oxford University Press.
Ganji, M., Ketabi, S., & Shahnazari, M. (2018). English teacher training courses in Iranian private language institutes: Issues and options. Issues in Educational Research, 28(2), 367-384.
Garrett, N. (2009). Technology in the service of language learning: Trends and issues. Modern Language Journal, 93, 697-718.
Gebhard, G. (2009). The practicum. In A. Burns & J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 251–58). Cambridge University Press.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
Grant, R., & Wong, S. (2018). Addressing cultural bias in ELT materials. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). John Wiley and Sons.
Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal, 46(4), 350-355.
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
Kabir, M. H. (2011). Evaluation of an Anglo-centric ELT textbook in Bangladeshi context: A case study. IIUC Studies, 8, 11-26.
Kramsch, C., & Hua, Z. (2016). Language and culture in ELT. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 38-50). Routledge.
Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal, 50(3), 199-212.
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
LeGreco, M., & Tracy, S. J. (2009). Discourse tracing as qualitative practice. Qualitative Inquiry, 15(9), 1516-1543.
Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.
Mahapatra, S. (2015). Using Web 2.0 tools for teacher professional development: A case study. In G. Pickering & P. Gunashekar (Eds.), Innovation in English language teacher education (pp. 65-72). Selected papers from the fourth international teacher educator conference Hyderabad, India.
Mahboob, A. (2009). English as an Islamic language: A case study of Pakistani English. World Englishes, 28(2), 175-189.
McAleavy, T., Hall-Chen, A., Horrocks, S., & Riggall, A. (2018). Technology supported professional development for teachers: Lessons from developing countries. Education Development Trust.
McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251-263.
Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314.
Pennycook, A. (2007). ELT and colonialism. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 14–24). Springer.
Phillipson, R. (1992), Linguistic imperialism. Oxford University Press.
Razmjou, S., & Riazi, A. (2006). On the teaching methodology of Shiraz EFL institutes. Journal of Social Sciences and Humanities of Shiraz University, 23(1), 58-70.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.
Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge University Press.
Roessingh, H., & Chambers, W. (2011). Project-based learning and pedagogy in teacher preparation: Staking out the theoretical mid-ground. International Journal of Teaching and Learning in Higher Education, 23(1), 60-71.
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 261-278.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.
Sharma, B. K. (2010). Mother tongue use in English classroom. Journal of NELTA, 11(1), 80-87.
Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-15.
Tonio, J., & Ella, J. (2019). Pre-service teachers' attitudes towards the use of mother tongue as medium of instruction. Asian EFL, 21(3), 231-253.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Yahya, Z., Ibrahim, N., Ramli, R., Yusof, N. M., & Othman, Z. (2017). Your language my culture (YLMC): Developing a local-culture ELT matrix for schools in Terengganu, Malaysia. Kajian Malaysia, 35(2), 39-66.
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1), 1-8. | ||
|
آمار تعداد مشاهده مقاله: 802 تعداد دریافت فایل اصل مقاله: 509 |
||