The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to va...The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning.展开更多
This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results sh...This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.展开更多
This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured in...This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China.展开更多
It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.
Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behav...Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.展开更多
Teachers’language modeling behaviors,including frequent conversation,open-ended questions,repetition and extension,self-and parallel talks,and advanced language,have significantly impacted young children’s language ...Teachers’language modeling behaviors,including frequent conversation,open-ended questions,repetition and extension,self-and parallel talks,and advanced language,have significantly impacted young children’s language learning and development.This study examined 60 classrooms from 20 kindergartens in Guangzhou,China,and analyzed 62 films of daily activities and 57 videos of free play.It aims to address the research gap in existing research that pays little attention to teachers’language modeling behaviors in daily activities and free play.The results indicate that the more frequent teachers’language modeling behaviors,the larger the vocabulary young children use and the better their performance in lexical richness.However,such behaviors in daily activities and free play are infrequent and superficial,failing to guide young children’s language development effectively.To optimize teachers’language modeling behaviors in daily activities and free play,they are expected to establish positive emotional bonds with young children in a kind and respectful manner and receive training.Teachers are also encouraged to frequently communicate and engage in dialogues with young children,create contexts that facilitate the use of language,increase the frequency of stimuli for vocabulary learning,and guide and encourage young children’s advanced language.展开更多
In China education is carrying on a new reform.In this essay, the author talks about the situation of language teaching and what a language teacher should know and what to teach to cope with the situation.
This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their ca...This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their career.Primarily intending to build the trainee teachers' professionalism and raise their awareness,an overall illustration of adopted training courses and choice of activities are introduced in this paper.Focusing on integrating instructional knowledge from ESL and English language teaching,the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities.Principles underpinning this program design are illustrated one by one.A course like this may not foster all teachers to become professionals at once,but to be a reflective practitioner can be a reachable goal,as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.展开更多
Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher dev...Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.展开更多
This paper focuses on college English teachers’ self-development.First it explains its implication and significance,describes the present condition of English teaching at colleges,and then presents methods of college...This paper focuses on college English teachers’ self-development.First it explains its implication and significance,describes the present condition of English teaching at colleges,and then presents methods of college English teachers’ self-development.展开更多
This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’technology use in the language classroom in their first two career-entry years.The longit...This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’technology use in the language classroom in their first two career-entry years.The longitudinal interview study reveals that these teachers went through a developmental trajectory of technology use towards using it for more diversified instructional purposes and with a greater orientation towards student learning over the years.The study also finds that the teachers’developing understanding of technology use intertwined with their growing teaching competency and identity.It further finds that school culture not only had a direct influence on their technology use but also moderated the influence of teaching competency and identity on the nature of this technology use.This study concludes with suggestions for promoting research on the support needed for beginning teachers and the school culture in technology use.展开更多
文摘The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning.
基金2022 Project of Foreign Language Teaching and Research in Xinjiang Colleges and Universities-General Project“Research on the Approaches to Improving Foreign Language Teachers’Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities in the New Era”(Project number:XJGXWYJG2022B04)。
文摘This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.
文摘This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China.
文摘It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.
文摘Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.
基金funded by the Ministry of Education of China Humanities and Social Sciences Project“Research on Strategies for Improving the Quality of Kindergarten Teacher-Child Interaction”(No.19YJA880065).
文摘Teachers’language modeling behaviors,including frequent conversation,open-ended questions,repetition and extension,self-and parallel talks,and advanced language,have significantly impacted young children’s language learning and development.This study examined 60 classrooms from 20 kindergartens in Guangzhou,China,and analyzed 62 films of daily activities and 57 videos of free play.It aims to address the research gap in existing research that pays little attention to teachers’language modeling behaviors in daily activities and free play.The results indicate that the more frequent teachers’language modeling behaviors,the larger the vocabulary young children use and the better their performance in lexical richness.However,such behaviors in daily activities and free play are infrequent and superficial,failing to guide young children’s language development effectively.To optimize teachers’language modeling behaviors in daily activities and free play,they are expected to establish positive emotional bonds with young children in a kind and respectful manner and receive training.Teachers are also encouraged to frequently communicate and engage in dialogues with young children,create contexts that facilitate the use of language,increase the frequency of stimuli for vocabulary learning,and guide and encourage young children’s advanced language.
文摘In China education is carrying on a new reform.In this essay, the author talks about the situation of language teaching and what a language teacher should know and what to teach to cope with the situation.
文摘This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their career.Primarily intending to build the trainee teachers' professionalism and raise their awareness,an overall illustration of adopted training courses and choice of activities are introduced in this paper.Focusing on integrating instructional knowledge from ESL and English language teaching,the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities.Principles underpinning this program design are illustrated one by one.A course like this may not foster all teachers to become professionals at once,but to be a reflective practitioner can be a reachable goal,as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.
文摘Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.
文摘This paper focuses on college English teachers’ self-development.First it explains its implication and significance,describes the present condition of English teaching at colleges,and then presents methods of college English teachers’ self-development.
文摘This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’technology use in the language classroom in their first two career-entry years.The longitudinal interview study reveals that these teachers went through a developmental trajectory of technology use towards using it for more diversified instructional purposes and with a greater orientation towards student learning over the years.The study also finds that the teachers’developing understanding of technology use intertwined with their growing teaching competency and identity.It further finds that school culture not only had a direct influence on their technology use but also moderated the influence of teaching competency and identity on the nature of this technology use.This study concludes with suggestions for promoting research on the support needed for beginning teachers and the school culture in technology use.