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Resisting English Hegemony: A Study of Five English as a Foreign Language (EFL) High School Teachers [Pehme köide]

Teised raamatud teemal:
Resisting English Hegemony: A Study of Five English as a Foreign Language (EFL) High School TeachersSuurem pilt
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Püsilink: https://www.kriso.ee/db/9789004394360.html
Märksõnad:
Resisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students speaking, communicative, and cooperative skills in post-communist Poland, in the era of Polands membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.
Preface ix
Acknowledgements xiii
Note on the Author xiv
1 Introduction
1(9)
Historical Overview
1(3)
Definitions of Terms
4(1)
Background of the Study
5(1)
The Need to Understand Changes in efl Teaching
6(1)
The Purpose and the Significance of the Study
7(1)
Research Question
8(1)
Summary
9(1)
2 Literature Review
10(16)
Introduction
10(1)
Grammatical/Grammar-Based Approach
11(2)
Communicative Approach
13(3)
Cognitive Approach
16(1)
Summary of the Three Teaching Approaches
17(1)
Process of Democratization of Education in Poland
18(2)
The Use of Technology in Instruction
20(1)
Student-Centered Instruction
21(2)
Teaching and Learning in an Authentic Environment
23(1)
Summary
24(2)
3 Methods
26(10)
Introduction
26(1)
Purpose of the Study
27(1)
Research Design
27(1)
Description of the Participants
28(1)
Instrumentation
29(2)
Research Procedure
31(1)
Data Collection
32(1)
Data Analysis
33(1)
Validity of the Study
34(1)
Summary
35(1)
4 Findings
36(68)
Introduction
36(1)
The Site of the Study
36(3)
Development of Students' Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations
39(1)
Portrait of Each of the Participants
39(1)
Portrait of Participant One: Anna
39(9)
Portrait of Participant Two: Barbara
48(8)
Portrait of Participant Three: Helena
56(8)
Portrait of Participant Four: Lidia
64(11)
Portrait of Participant Five: Maria
75(9)
Analysis of the Profiles
84(1)
Five Common Themes of the Five Participants
84(19)
Summary
103(1)
5 Discussion
104(13)
Introduction
104(1)
Review of Methodology
104(2)
Contextualization of the Research
106(1)
Summary of Findings
107(4)
Limitations of the Study
111(1)
Suggestions for the Future Research
111(1)
Journey as a Researcher
112(1)
Summary
113(1)
Conclusion
114(3)
References 117
Ewa Barbara Krawczyk, PhD (2016), Literacy Source, is a teacher of English as Second Language to immigrants and refugees at that organization in Seattle. She has published articles and book chapters on bilingual education and TESOL, including 'Comparative Discourse Analysis: Dichotomous Reality from a Polish Immigrants Perspective' in P. W. Orelus (Ed.). Language, Race, and Power in Schools: A critical discourse analysis (Routledge, 2016).