Development Impetus for TESOL Practitioners: A Review of the Literature AND RECOMMENDATIONS FOR ANDRAGOGICAL FRAMEWORKS
Palabras clave:
Professional Development, English Language, TESOL, Action Research, Pedagogy, Andragogy, South Korea, GlobalizationResumen
This review of the literature acknowledges and describes current states of training amongst professional members of the global English language learning industry. Particular attention is given to the design and implementation of professional development programs for English language instructors in order to inform the harvest of qualitative data from an Action Research project at Kyungpook National University in Daegu, South Korea. Three brief case studies of Jordan, Colombia and South Korea serve to ground research inquires across world regions. Findings suggest a need for stronger in-service professional development training programs, more culturally-responsive programmatic orientations, and more formalized training curricula. Finally, this paper articulates recommendations for developing an improved andragogical framework which may then be adopted across schools and cultures.Descargas
Referencias
M.C. Pennington. “A professional development focus for the language teaching practicum,” in Second language teacher education. J.C. Richards and D. Nunan, Ed. Cambridge: Cambridge University Press, 1990, pp. 132-151.
M.P. Lewis, G. F. Simons and C. D. Fennig, Ed. Ethnologue: languages of the World, 17th ed. Dallas: SIL International, 2014.
AL-Wreikat, Y.A.A.S. and Abdullah, M.K.K.B. “An evaluation of Jordanian EFL teachers’ in-service training courses teaching techniques effectiveness.” English Language Teaching, vol. 3(4), 2010.
AL-Wreikat, Y.A.A.S. and Abdullah, M.K.K.B. “Effectiveness of teaching approaches of in-service training courses for EFL teachers in Jordanian schools.” English Language Teaching, vol. 4(1), 2011.
A. González, C. Montoya and N. Sierra. “What do EFL teachers seek in professional development programs? Voices from teachers.” Íkala, Revista de Lenguaje y Cultura, vol. 7(13), 2002.
A.A.L. Mendoza and R.B. Arandia. “Language testing in Colombia: a call for more teacher education and teacher training in language assessment.” Profile, vol. 11(2), pp. 55-70, 2009.
A.G. Moncada. “Professional development of EFL teachers in Colombia: between colonial and local practices.” Íkala, Revista de Lenguaje y Cultura., vol. 12(18), 2007.
C.M. Yook. “Korean teachers' beliefs about English language education and their impacts upon the Ministry of Education-initiated reforms.” Ph.D. thesis, Georgia State University, 2010.
D. Freeman. “Changing teaching: insights into individual development in the context of schools,” in Language teaching: new insights for the language teacher. C. Ward and W. Renandya, Ed. Singapore: SEMEO Regional Language Centre, 1999, pp. 28-46.
I. Lee. “Preparing pre-service English teachers for reflective practice.” ELT Journal, vol. 61(4), pp. 321—329, 2007.
S.J.A. Hammadou. “Identifying the best foreign language teachers: teacher standards and professional portfolios.” Modern Language Journal, vol. 88(3), pp. 390-402, 2004.
C. Sugrue. Developing teachers and teaching practice. Florence: Routledge, 2001.
C. Day. Developing teachers: the challenges of lifelong learning. Florence: Taylor, 1999.
A. Craft. Continuing professional development: a practical guide for teachers. Florence: Routledge, 2000.
S. Eslake. “What is globalisation?” Policy, vol. 16(4), pp. 61, 2000.
G.W. Kolodko. “Globalization and its impact on economic development.” Internet: www.dx.doi.org/10.2139/ssrn.961479). 2006 [Nov. 3, 2014].
M. Thomas. “Globalization under fire.” Labour/Le Travail: Journal of Canadian Labour Studies, vol. 55(1), p. 213-231, 2005.
R. Higgott and S. Reich. Globalisation and sites of conflict: towards definition and taxonomy. Centre for the Study of Globalisation and Regionalisation. Working Paper No. 01/98, 1998.
S. Choi. Reclaiming the English language in postcolonial Malaysia: ethnicity, class, and the nostalgia for global citizenship. University of Virginia Press, 2010.
P. Ghemawat. World 3.0: global prosperity and how to achieve it. Boston: Harvard Business Review Press, 2011.
P. Ghemawat. Redefining global strategy: crossing borders in a world where differences still matter. Boston: Harvard Business School Press, 2007.
P. Birjandi and A. D. Hesari. “Teachers’ perceptions of present and optimum status of the in-service EFL teacher preparation programs.” English Language Teaching, vol. 3(4), 2010.
K. Brown. “Ideology and context: world Englishes and EFL teacher training.” World Englishes, vol. 21(3), pp. 445-448, 2002.
J.W. Creswell. Research design: qualitative, quantitative, and mixed methods approaches. 3rd ed. Thousand Oaks: Sage, 2009.
B.A. Carter. “Teacher-learners’ voices: not the same old song.” Innovation in Language Learning and Teaching, vol. 2(1), 2008.
M. Cochran-Smith and S.L. Lytle. “Beyond uncertainty: taking an inquiry stance on practice,” in Teachers caught in the action: professional development that matters. A. Lieberman and L. Miller, Ed. New York: Teachers College Press, 2001.
W.F. Mackey. Language teaching analysis. Bloomington: Indiana University Press, 1965.
F. Mangubbai, P. Marland, A. Dashwood and J.B. Son. “Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: does the use of an educational model cast a better light?” Language Teaching Research, vol. 9(1), pp. 51—86, 2005.
C. Doughty and J. Williams. “Pedagogical choices in focus on form,” in Focus on form in classroom second language acquisition. C. Doughty and J. Williams, Ed. Cambridge: Cambridge University Press, 1998, pp. 197—261.
S. Sakurai. Form-focused instruction in immersion classrooms: a case study of an English immersion school in Japan. Ann Arbor: ProQuest, 2010.
C.C. Lin. The effectiveness of the focus on form approach in an English-as-a-foreign-language context. Ann Arbor: ProQuest, 2011.
R. Gholami, S.Z.A. Rahman and G. Mustapha. “Social context as an indirect trigger in EFL contexts: issues and solutions.” English Language Teaching, vol. 5(3), 2012.
M. Lewis. The lexical approach. London: LTP, 1993.
B. Kumaravadivelu. “TESOL methods: changing tracks, challenging trends.” TESOL Quarterly, vol. 40(1), 2006.
N. Chomsky. Aspects of the theory of syntax. Cambridge: MIT Press, 1965.
D. Hymes. “On communicative competence,” in The communicative approach to language teaching. C.F. Brumfit and K. Johnson, Ed. Oxford: OUP, 1971, pp. 5—26.
J. Van Ek and L. Alexander. Threshold level English. Oxford: Oxford University Press, 1975.
D. Wilkins. Notional syllabuses. Oxford: Oxford University Press, 1976.
R. Ellis. “Corrective feedback and teacher development.” L2 Journal, vol. 1(1), 2009.
H. Jarvis and S. Atsilarat, “Shifting paradigms: from a communicative to a context-based approach.” Asian EFL Journal, vol. 6(1), pp. 4-8, 2004.
S. Bax. “The end of CLT: a context approach to language teaching.” ELT Journal, vol. 57(1), pp. 278-287, 2003.
T. Guskey. “Professional development in education: in search of the optimal mix,” in Professional development in education: new paradigms and practices. T.R. Guskey and M. Huberman, Ed. New York: Columbia University, 1995.
K. Ji-Sun. An examination of EFL professional development in Korea: strategies for teacher learning. Ann Arbor: ProQuest, 2008.
A. Lieberman. “Practices that support teacher development: transforming conceptions of professional learning.” Phi Delta Kappan, vol. 76(8), pp. 591—596, 1995.
D. Sparks and S. Hirsh. “Strengthening professional development: a national strategy.” Education Week, vol. 19(37), pp. 42-45, 2000.
M.N. Karimi. “The effects of professional development initiatives on EFL teachers’ degree of self-efficacy.” Australian Journal of Teacher Education, vol. 36(6), 2011.
I. Lee. “Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: I find it more convincing.” Australian Journal of Teacher Education, vol. 36(2), 2011.
J. Richards and T. Farrell. Professional development for language teachers: strategies for teacher learning. Cambridge: Cambridge University Press, 2005.
J. Richards. “The dilemma of teacher education in second language teaching.” in Second language teacher education. J. Richards and D. Nunan, Ed. New York: Cambridge University Press, 1990.
R.A. Schulz. “Foreign language teacher development: MLJ perspectives: 1916-1999.” Modern Language Journal, vol. 84(4), pp. 495-522, 2000.
S. Wichadee. “Professional development: a path to success for EFL teachers.” Contemporary Issues in Educational Research, vol. 4(5), 2011.
T. Wright. “Second language teacher education: review of recent research on practice.” Language Teaching, vol. 43(3), pp. 259—296, 2010.
D. Freeman. “Teacher training, development, and decision making: a model of teaching and related strategies for language teacher education.” TESOL Quarterly, vol. 23(1), pp. 27-45, 1989.
N. Clair. “Mainstream classroom teachers and ESL students.” TESOL Quarterly, vol. 29(1), pp. 189-196, 1995.
R. Constantino. “A study concerning instruction of ESL students comparing all-English classroom teacher knowledge and English as a second language teacher knowledge.” Journal of Educational Issues of Language Minority Students, vol. 13(1), pp. 37-57, 1994.
L. Harklau. “ESL versus mainstream classes: contrasting L2 learning environments.” TESOL Quarterly, vol. 28(1), pp. 241-272, 1994.
J. Penfield. “ESL: the regular classroom teachers’ perspective.” TESOL Quarterly, vol. 21(1), pp. 21-39, 1987.
E. Platt and S. Troudi. “Mary and her teachers: a Grebo-speaking child’s place in the mainstream classroom.” The Modern Language Journal, vol. 81(1), pp. 28-49, 1997.
L. Stratham. “Teacher training in the mainstream: issues for specialist and class/subject teachers of bilingual learners.” Multicultural Teaching, vol. 13(3), pp. 41-45, 1995.
M.W. Young. “English (as a second) language arts teachers: the key to mainstreamed ESL student success.” English Journal, vol. 1(1), pp. 17—24, 1996.
D.L. Lange. “A blueprint for a teacher development program.” in. Second language teacher education. Cambridge: Cambridge University Press, 1990, pp. 245—268.
K. Igawa. “Professional development needs of EFL teachers practicing in Japan and Korea.” Internet: shitennoji.ac.jp/ibu/images/toshokan/kiyo45-21.pdf), 2008 [Nov. 3, 2014).
C. Rubiano, C. Frodden and G. Cardona. “The impact of the Colombian Framework for English (COFE) project: insights from an insider.” Íkala, Revista de Lenguaje y Cultura, vol. 5(9-10), pp. 38—43, 2000.
P. Serdiukov and O. Tarnopolsky. EFL teachers’ professional development: a concept, a model, and tools. ERIC evaluative report, 1999.
P.B. Nayar. “ESL/EFL dichotomy today: language politics or pragmatics?” TESOL Quarterly, vol. 31(1), pp. 9-37, 1997.
J. Richards, J. Platt and H. Weber. Longman dictionary of applied linguistics. Essex: Longman, 1985.
A. Paran. “Helping learners to create and own literary meaning in the ELT classroom.” Ideas, vol. 1(1), 1998.
K.E. Johnson and P.R. Golombek. Teachers’ narrative inquiry as professional development. Cambridge: Cambridge University Press, 2002.
P. Bhattacharya. “How trainees learn: its implications fair conducting training in India.” Ph.D. thesis, University of Manchester, England, 1982.
M. Knowles. The modern practice of adult education: andragogy vs. pedagogy. New York: Associated Press, 1978.
R.P. Lynton. and Pareek, U. Training for development. Illinois: Dorsey Press, 1967.
H. Timperley. Wilson, A., Barrar, H. and Fung, I. Teacher professional learning and development: best evidence synthesis iteration. New Zealand Ministry of Education, 2007.
D. Hayes. “Cascade training and teachers’ professional development.” ELT Journal, vol. 54(2), pp. 135-145, 2000.
S. Sayre and K. Wetterlund. “Pyramid power: a train-the-trainer model to increase teacher usage of the ArtsConnectEd on-line resource.” Internet: www.archimuse.com/mw2002/papers/sayre/sayre.html, 2002 [Nov. 23, 2014].
J.Y. Sim. “The impact of in-service teacher training: a case study of teachers' classroom practice and perception change.” Ph.D. thesis, University of Warwick Centre for Applied Linguistics, 2011.
K.L. Lau. “Implementing strategy instruction in Chinese language classes: a school-based Chinese reading strategy instruction program.” Educational Research, vol. 48(2), pp. 195-209, 2006.
H.F. Shang. “Reading strategy use, self-efficacy and EFL reading comprehension.” The Asian EFL Journal Quarterly, vol. 12(2), 2010.
R. Sheen. “A critical analysis of the advocacy of the task-based syllabus.” TESOL Quarterly, vol. 28(1), pp. 127-153, 1994.
V. Cook. “Using SLA research in language teaching.” International Journal of Applied Linguistics, vol. 9(2), pp. 267-284, 1999.
D. Freeman. Doing teacher research. New York: Heinle & Heinle, 1998.
M. Badger, M. McDonald and G. White. “Second language acquisition courses and student teachers’ values.” Academic Exchange Quarterly, vol. 5(3), 2001.
M. Angelova. “Using Bulgarian mini-lessons in an SLA course to improve the KAL of American ESL teachers.” Applied Linguistics and Teacher Education, vol. 4(1). N. Bartels, Ed. pp. 27—42, 2005.
K. McDonough. “Action research and the professional development of graduate teaching assistants.” The Modern Language Journal, vol. 90(1), pp. 33-47, 2006.
Z.A. Samak. “An exploration of Jordanian English language teachers’ attitudes, skills, and access as indicators of information and communication technology integration in Jordan.” Ph.D. thesis, Florida State University, 2006.
M. Swan. “A critical look at the communicative approach (1). “ ELT Journal, vol. 39(1). 1985.
M. Swan. “A critical look at the communicative approach (2).” ELT Journal, vol. 39(2). 1985.
C. Cornbleth. Curriculum in context. London: The Falmer Press, 1990.
P. Reason and H. Bradbury. The SAGE handbook of action research: participative inquiry and practice, 2nd ed. Thousand Oaks: SAGE, 2008.
J. W. Creswell. Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage, 1998.
S. B. Merriam. Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers, 1998.
J. M. Murphy. “Reflective teaching in ELT,” in Teaching English as a second or foreign language, 3th ed. M. Celce-Murcia, Ed. 2001, pp. 499—515.
J. Lofland, D. Snow, L. Anderson and L. H. Lofland. Analyzing social settings: A guide to qualitative observation and analysis. Belmont: Wadsworth, Cengage Learning, 2006.
E. Jacob. “Traditions of qualitative research: a review.” Review of Educational Research, vol. 57(1), pp. 1—50, 1987.
R. J. House, P.J. Hanges, M. Javidan, P.W. Dorfman, and V. Gupta. Culture, leadership, and organizations: the GLOBE study of 62 societies. Thousand Oaks: Sage, 2004.
Publicado
Cómo citar
Número
Sección
Licencia
Reconocimiento-NoComercial-CompartirIgual
CC BY-NC-SA
Esta licencia permite a otros entremezclar, ajustar y construir a partir de su obra con fines no comerciales, siempre y cuando le reconozcan la autoría y sus nuevas creaciones estén bajo una licencia con los mismos términos.
Los autores pueden realizar acuerdos contractuales adicionales separados para la distribución no exclusiva de la versión publicada del artículo publicado en la revista (por ejemplo, publicarlo en un repositorio institucional o en un libro), sujeto a un reconocimiento de su publicación inicial en esta revista