Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH002
Paula Andreene Feraria
A Jamaican teacher recruited to teach English in Virginia, USA reconstructed her childhood and adolescent experiences, which had nurtured sensitivity towards place and space in her own acquisition and learning of English. This sensitivity to place and space later gained pedagogical significance as she recognized that she had to reckon not only with geographical distance from her homeland but the cultural divide in her classroom with Hispanic and Chinese students who spoke mono-syllabic English and the American students who faced challenges with her Standard Jamaican English accent. There was, however, one thing that everyone in this multi-cultural classroom had in common: the concept “Bob Marley.” This thirst for more information about the Jamaican Reggae icon gave birth to the Jamaican Corner. From this corner, the students and their teacher, the researcher, navigated cultural borders through language and developed respect for the cultural diversity in their classroom.
{"title":"The Jamaican Corner in a Virginian Classroom","authors":"Paula Andreene Feraria","doi":"10.4018/978-1-5225-9228-0.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH002","url":null,"abstract":"A Jamaican teacher recruited to teach English in Virginia, USA reconstructed her childhood and adolescent experiences, which had nurtured sensitivity towards place and space in her own acquisition and learning of English. This sensitivity to place and space later gained pedagogical significance as she recognized that she had to reckon not only with geographical distance from her homeland but the cultural divide in her classroom with Hispanic and Chinese students who spoke mono-syllabic English and the American students who faced challenges with her Standard Jamaican English accent. There was, however, one thing that everyone in this multi-cultural classroom had in common: the concept “Bob Marley.” This thirst for more information about the Jamaican Reggae icon gave birth to the Jamaican Corner. From this corner, the students and their teacher, the researcher, navigated cultural borders through language and developed respect for the cultural diversity in their classroom.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134206627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH012
Georgette M. Delevante
Traditionally, the application of methods pedagogy has been limited and ineffective in capturing the imagination of today's students. Students have echoed, especially in a globalized and technologically-driven world that traditional content based on existing curriculum is irrelevant and inapplicable to their lived experiences. As a result, the paradigm shift offered by post-methods pedagogy is one which empowered teacher autonomy and provides a meaningful context in which popular culture represents a bridge rather than a barrier between the student's world, of which popular culture plays an important part, and the English language classroom. By creating synergies thematically and historically with popular music, film, and social media, a bridge to providing a fresh perspective to traditional content is explored.
{"title":"Popular Culture and English Language Teaching","authors":"Georgette M. Delevante","doi":"10.4018/978-1-5225-9228-0.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH012","url":null,"abstract":"Traditionally, the application of methods pedagogy has been limited and ineffective in capturing the imagination of today's students. Students have echoed, especially in a globalized and technologically-driven world that traditional content based on existing curriculum is irrelevant and inapplicable to their lived experiences. As a result, the paradigm shift offered by post-methods pedagogy is one which empowered teacher autonomy and provides a meaningful context in which popular culture represents a bridge rather than a barrier between the student's world, of which popular culture plays an important part, and the English language classroom. By creating synergies thematically and historically with popular music, film, and social media, a bridge to providing a fresh perspective to traditional content is explored.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126931348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH008
Tracy-Ann K. N. Beckford
The impact of text-messaging on the form of students' writing was examined using a quantitative approach with a correlational research design to arrive at the findings. A total of 80 students in a Jamaican high school constituted the sample, which was randomly selected. The findings of this research revealed that the Grade 9 students in the sample used a minimal number of text forms in their academic writing. The students who used text forms in their academic writing tend to score high academically. Therefore, texting was found to have a slightly positive impact on students' writing. There was no relationship between the students' gender and their texting patterns. The findings of this study can assist teachers of English to better meet the needs of students who use text-messaging and become a tool for building phonemic awareness and improving literacy.
{"title":"The Implications of Text-Messaging for Language Learning","authors":"Tracy-Ann K. N. Beckford","doi":"10.4018/978-1-5225-9228-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH008","url":null,"abstract":"The impact of text-messaging on the form of students' writing was examined using a quantitative approach with a correlational research design to arrive at the findings. A total of 80 students in a Jamaican high school constituted the sample, which was randomly selected. The findings of this research revealed that the Grade 9 students in the sample used a minimal number of text forms in their academic writing. The students who used text forms in their academic writing tend to score high academically. Therefore, texting was found to have a slightly positive impact on students' writing. There was no relationship between the students' gender and their texting patterns. The findings of this study can assist teachers of English to better meet the needs of students who use text-messaging and become a tool for building phonemic awareness and improving literacy.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132814772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH013
A. M. Pinto-Llorente
The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.
{"title":"Pre-Service English Teachers' Perception of the Practicum Experience","authors":"A. M. Pinto-Llorente","doi":"10.4018/978-1-5225-9228-0.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH013","url":null,"abstract":"The aim of the research is to explore pre-service teachers' perceptions of a school-based practicum experience as part of their training as future teachers. To achieve the goal of the research, a quantitative study is employed. The sample is composed of a total of 113 pre-service teachers studying the last year of the Degree in Primary Education: English ranging in age from 22 to 48. To operationalize the variables and collect the data, the researchers use a questionnaire. On analysing the results, the investigators highlight that pre-service teachers are quite satisfied with the experience, the majority of them consider this practice brings them the opportunity to observe the real context in which they will develop their future work, and to put into practice what they have acquired. The experience contributes to student empowerment in learning since they have the opportunity to manage different lessons and demonstrate their teaching skills.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126777149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH011
Ann-Marie Wilmot
This chapter makes the claim that English Language Heads of Departments are best suited to lead transition efforts from a traditional to a post-method pedagogy Department of English. It claims that though they are lacking some requisite competencies, skills, and disposition to do so successfully, special training preparation to undertake this mobilization could have a positive impact. It gives a brief overview of the dynamics of HODs' operational context and illustrates why these heads are best suited to influence their department members' embrace of the post-method paradigm. Additionally, it will also discuss some of the challenges that these department heads could encounter during the transition period and ways to resolve them. Finally, it will recommend a theoretical training framework of support to bridge the gap of skills, competencies, and dispositions to make them more suited to aid transition to post-method departments.
{"title":"Mobilizing Departments of English for the Post-Method Paradigm","authors":"Ann-Marie Wilmot","doi":"10.4018/978-1-5225-9228-0.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH011","url":null,"abstract":"This chapter makes the claim that English Language Heads of Departments are best suited to lead transition efforts from a traditional to a post-method pedagogy Department of English. It claims that though they are lacking some requisite competencies, skills, and disposition to do so successfully, special training preparation to undertake this mobilization could have a positive impact. It gives a brief overview of the dynamics of HODs' operational context and illustrates why these heads are best suited to influence their department members' embrace of the post-method paradigm. Additionally, it will also discuss some of the challenges that these department heads could encounter during the transition period and ways to resolve them. Finally, it will recommend a theoretical training framework of support to bridge the gap of skills, competencies, and dispositions to make them more suited to aid transition to post-method departments.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132822586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH010
Shimey Shawna Masters
The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.
{"title":"Integrating E-Learning in the Teaching of English Language Classes","authors":"Shimey Shawna Masters","doi":"10.4018/978-1-5225-9228-0.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH010","url":null,"abstract":"The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"5 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131923236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH006
P. Feraria, Kade H. A. Feraria, Nneka Gabrielle Gaynor
This chapter shares the experiences of two Jamaicans recruited to teach English in Colombia and Japan. The male, armed with only an English-speaking tongue, carved out a new instructor identity as a self-acclaimed Ambassador of English on a mission. The chapter charts this intuitive and emerging understanding of this pedagogical construct and mission through curriculum interrogation, a paradigm shift in classroom teaching, and the abrogation of hegemonic notions of native-speakerism, outer and inner concentric notions of facility with English, and the ownership of English in a counter discourse of the Ambassador of English as an international interlocutor digital native and intuitive practitioner strategically placed to engender a shared international professional-academic for the teaching of English as an international language.
{"title":"The Ambassador of English","authors":"P. Feraria, Kade H. A. Feraria, Nneka Gabrielle Gaynor","doi":"10.4018/978-1-5225-9228-0.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH006","url":null,"abstract":"This chapter shares the experiences of two Jamaicans recruited to teach English in Colombia and Japan. The male, armed with only an English-speaking tongue, carved out a new instructor identity as a self-acclaimed Ambassador of English on a mission. The chapter charts this intuitive and emerging understanding of this pedagogical construct and mission through curriculum interrogation, a paradigm shift in classroom teaching, and the abrogation of hegemonic notions of native-speakerism, outer and inner concentric notions of facility with English, and the ownership of English in a counter discourse of the Ambassador of English as an international interlocutor digital native and intuitive practitioner strategically placed to engender a shared international professional-academic for the teaching of English as an international language.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123312668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH007
H. F. Martins
The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.
{"title":"Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments","authors":"H. F. Martins","doi":"10.4018/978-1-5225-9228-0.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH007","url":null,"abstract":"The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123319634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH005
Janice E. Jules
Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.
{"title":"From Teacher Talk to Student Talk","authors":"Janice E. Jules","doi":"10.4018/978-1-5225-9228-0.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH005","url":null,"abstract":"Informal observation in the Caribbean seems to indicate persistent application of traditional teacher-dominated strategies. For this chapter, data were collected from fifty-one Grade K to 3 teachers from six Caribbean countries, including three twin islands, to investigate the application of student-talk as an instructional strategy in repositioning learners for success with oral language skills. The data included an online survey and non-participant classroom observation using a mixed-methods research design drawing on qualitative and quantitative indicators. The study revealed that along with some evidence of student to teacher interaction, talk in the classrooms was primarily teacher-directed and students were usually expected to be silent except when responding to questions posed by the teacher. In addition, it was found that student to student talk was not encouraged generally, and the representation of a classroom environment favorable for the development of oral language skills was limited.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129279026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH003
P. Feraria
In English-Colonized Caribbean and other English-based vernacular-influenced speech settings, the issues faced by practitioners in teaching English are not about whose English but more about which method? This preoccupation with the notion of an appropriate ESL methodology has stifled the growth of teacher-constructed methods. This chapter departs from teachers' call for clichéd ESL/EFL method towards teachers' envisioning and implementation of innovations for targeting, attaining, and sustaining the use of English inside and outside the classroom. The findings are indicating that when these innovations in the use of English are constructed and centered on what schools and students excel in, there is room for the creation of an alternative to method and the growth of an indigenous pedagogy for sustaining the use of English in TESOL in vernacular speech settings.
{"title":"SUE TESOL for Indigenous Critical Praxis","authors":"P. Feraria","doi":"10.4018/978-1-5225-9228-0.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH003","url":null,"abstract":"In English-Colonized Caribbean and other English-based vernacular-influenced speech settings, the issues faced by practitioners in teaching English are not about whose English but more about which method? This preoccupation with the notion of an appropriate ESL methodology has stifled the growth of teacher-constructed methods. This chapter departs from teachers' call for clichéd ESL/EFL method towards teachers' envisioning and implementation of innovations for targeting, attaining, and sustaining the use of English inside and outside the classroom. The findings are indicating that when these innovations in the use of English are constructed and centered on what schools and students excel in, there is room for the creation of an alternative to method and the growth of an indigenous pedagogy for sustaining the use of English in TESOL in vernacular speech settings.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116536837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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