This volume is a collection of personal narratives and research findings by English language (ESL/EFL) teachers who found themselves, in one way or another, teaching in various contexts all over the world. The central theme throughout these narratives is how contextual factors played a role in their approach to language teaching in different ways. The contributors reflect on their practices and provide an engaging discussion about how they deal with curriculum and classroom organization issues within the local context. Readers can expect to learn and understand how ESL/EFL teachers in this volume exercise their agency in teaching in a language classroom. These teachers, through their own unique stories and research findings, reflect on how they responded to local contextual factors such as the learning culture, national and school policies, personal beliefs and attitudes towards pedagogy, the sociolinguistic context of teaching, the school culture, and the wider sociopolitical context in which learning and teaching takes place. Since the narrative approach has been placed center stage in teacher education as a method and an objective of inquiry, the contributors adopt the narrative form to reflect and discuss their instructional practice.At first they remained skeptical because I would not tell them the arighta way to write the essay, but after explaining that there are many ways that can be ... In the same course that first semester, our second major writing project was a problem- solution essay on an individually-selected local topic. ... The students first worked on examples together in class; however, I quickly discovered a problem of my own.
|Title||:||Local Contextual Influences on Teaching|
|Author||:||Patrick Ng, Esther Boucher-Yip|
|Publisher||:||Cambridge Scholars Publishing - 2014-10-16|