Native English speaking teachers and Taiwanese English teachers' professional identity

The study found that Native English Speaking Teachers (NESTs) helped Taiwanese English teachers define their weaknesses, strengths, roles and values through relationality. NESTs brought competing discourses to the profession. In addition, team teaching has become a site of tension threatening Taiwanese English teachers in activating their professional agency.

Communicative language teaching of a foreign language : the Indonesian 1984 senior high school English syllabus

This thesis examines the implementation of the 1984 English syllabus, which is claimed to be communicative. The study was conducted in three government Senior High Schools in Singaraja, northern Bali. The results indicate that the implementation of the Communicative Approach has been constrained by the limited resources, inadequate professional development and the national examination system, the EBTANAS.

Comprehension strategies of above average English as a foreign language (EFL) readers

The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

English as an international language and teachers' professional identity

This thesis found that the notion of English as a lingua franca and its implications in teaching English are difficult for English teachers to accept in a social-cultural context where English is a foreign language. Teachers' professional identity is the key to determine the success or failure of educational innovations.

Self access and learning English as a second language

A study of the development and implementation of a self-access centre in the University of Khon Kaen to help Thai students learn English as a foreign language. Problems in the teaching of English relate to the nature of Thai culture and the isolated location of the university. Explores the advantages and disadvantages of working in a research team in a department where the principles of action research are still novel.

Women, words, and work : a study of change and reconstruction in adult TESOL

My dissertation asserts that the discourses which at the present time construct the world of work for teachers in adult TESOL, are no longer adequate to represent the field in these new and rapidly changing times. For the last forty years the discourses that have constructed the field present a totalising, gender free, liberal humanist view of TESOL, rendering women's experience invisible, no longer speaking to or for women teachers who make up more than ninety percent of the teachers in Victorian adult TESOL programs (Cope & Kalantzis 1993, Brodkey 1991, Fine 1992, Peirce 1995). I begin by exploring the work of women teachers in adult TESOL, focusing on women teaching in the fast growing de-institutionalised settings of adult TESOL programs, which remain marginalised from the central programs in terms of administrative policy and practice. I report the findings of a series of projects undertaken by the teachers and the researcher by which new insights and understandings of teachers beliefs about their work and the changes which are currently reconstructing the field of adult language and literacy education in Australia, have been gained. I questions the discourses of applied linguistics which have for the past forty years constructed the field of adult TESOL in Australia and suggests that these lack a social theory (Candlin 1989). From the research findings I questions the possibility of continuing to work in the ways of the past, in the current climate of reconstruction of the field, rapid policy change and continued erosion of resources. I suggest that the previously loose system which held this field of work together, the ways of working, the understandings of practice, have in the light of these new times, been stretched to the limit and are in real danger of collapse. For the women working in TESOL this continued incursion of the systems into their work and the changes that have taken place, the denial of their ways of working, their local knowledge and gendered experiences, can be read against Habermas' concept of the colonisation of the lifeworld of language teaching (Habermas 1987).

Investigation into the appropriacy of Western language teaching methods in Taiwan

The language learning preferences of EFL students are often assumed and not readily understood by foreign teachers. This study sought to determine the types of language learning classroom activities preferred by adult learners of English in Taiwan. Student responses were then compared with responses from native-speaking teachers of EFL.

School-based materials for critical reading in English

This research aims to examine Thai students' critical thinking ability in reading English by using materials developed by a research team using a collaborative action research methodology. Initially, a survey of self-percpetions of Thai secondary students on their critical thinking ability was conducted. Then, two Thai teachers were interviewed about their materials and methodology in teaching students to read critically. Lastly, a literature of critical literacy was reviewed to introduce the notions to Thai teachers and Thai students.

Language learning strategies of adult ESL learners using virtual independent learning environments

This case study explored the influence of the Virtual Independent Learning Centre on the preferred language learning strategies of adult immigrant English as a second language learners. Findings expand the understanding of English as a second language learners' use of language learning strategies within online independent learning environments.

Optimal models for the provision of postgraduate programmes in TESOL for tertiary teachers of English in a developing country

Investigates the major theoretical and practical issues related to distance education and English language teacher retraining. Suggests a number of models for the provision of Australian postgraduate programmes in TESOL for the upgrading of the teaching qualifications of Vietnamese tertiary teachers of English.

Negotiating curriculum work in ESL

Conducting applied research in workplace settings on and/or with colleagues raises a host of ethical and procedural issues about research. Empiricist, interpretive, and critical approaches all have a place in understanding, describing and changing curriculum perceptions. As one moves from one paradigm to the other the voices of the agents in the curriculum process become increasingly prominent. With reference to some of my own workplace research under the three paradigms mentioned above, I describe ways in which educational research in workplace settings represents curriculum reality and can act as an engine of change.

Improving English language teaching in Thailand

The teaching of English in Thailand is a matter of national concern. The national government believes that the ability of Thai people to use English for effective communication is very important for the continuing economic development of Thailand. However many students who have had primary, secondary and university exposure to English find it difficult to conduct a conversation with a native speaker of English. The reasons for this include lack of student motivation and contextual support, large classes, the dominating effects of assessment on what is taught, and the English language competency of the teachers. The research in this thesis focuses on the teaching of English as a foreign language in secondary schools in Khon Kaen. The research reported here consists of one major and three minor studies. In the major study some of the principles of action research were used to explore strategies that would improve the teaching of English in a number of secondary schools in Khon Kaen in Thailand. In the first phase of the major study I worked with two teachers to design and implement a series of classroom activities that encouraged lower secondary students to use English. In the second phase I worked with a group of teachers to design and deliver a professional development program for twenty school teachers interested in improving their English language teaching. In the third phase I used data from the first two phases to design five new activities that were used in classrooms by two teachers. Findings from the three phases indicated that working collaboratively with school teachers can be a mutually beneficial professional experience and can improve student interest and learning. In the first minor study I used interview-conversations to investigate the perceptions that subject co-ordinators and teachers have towards English language teaching. The conversations covered the merits of detailed curricula and curricula frameworks, professional development, assessment, resources, and integration of English language with other subjects. It was clear that the teachers were aware of the national government s policies for the improving English language teaching and accepted the need for change. It was equally clear that the preparation of teachers and the resources available were major limiting factors in schools to teacher effectiveness. In the second minor study I examined the teaching of Mandarin in an Australian school that suffered from some of the same resource problems as Thai schools. Although there was only one teacher available for all of the Mandarin classes in the school she was extremely effective. Her teaching was an example of best practice. It included thorough preparation, the ability to manage lessons at the pace of the learners, active classes and individual attention, detailed assessment records, and the integration of language and culture. Some or all of these could be used in Thai schools. The third minor study was an investigation of the professional development experiences of English language teachers in Thai schools. In most schools there are consultative and administrative mechanisms, acceptable to principals and teachers, in place to support professional development. Access to native speakers was seen as very important. However, the schools in Khon Kaen province have little or no access to native speakers of English. Even if they were available, the schools do not have the funds to employ them. Findings from the four studies indicate that it is quite possible to use interactive, participatory or student-centred pedagogies to teach English as a foreign language in Thai classrooms. However, one cannot expect teachers to adopt such pedagogies unless they are convinced of their value. This can be achieved most effectively through a systematic and sustained program of professional development.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

Semantic and pedagogical aspects of affixation in Bahasa Indonesia

This thesis analyses eleven affixes sampled from a range of contemporary writings in Bahasa Indonesia. Though assumed to be basic, these affixes cause difficulties for tertiary-level non-native learners, thus suggesting the need for alternative materials and methods of instruction.

Language and learning : an introduction for teaching

This revised and updated edition provides a practical and readable explanation of how language can be understood and significant implications for classroom and teaching practices.