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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of EFL and Linguistics
Miguel Mantero
The University of Alabama
Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of Language Policy in the Basic Education Core Curriculum in Thailand Khattiyanant Nonthaisong; Miguel Mantero
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 2(2), November 2017
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.721 KB) | DOI: 10.21462/ijefll.v2i2.31

Abstract

Over the last 10 years, much research has been completed in the area of English language policy in Thailand. The majority of studies have focused on the pedagogy and methods involved in the teaching practices of Thai EFL educators at primary school level (Prapaisit de Segovia & Hardison, 2009; Tongpoon-Patanasorn, 2011) and secondary school level (Darasawang & Watson Todd, 2012; Nonkukhetkhong, Baldauf, & Moni, 2006). The present study delves deeper into teaching practices and addresses how English language policy is perceived and interpreted at the classroom level through the practices of Thai English teachers in a rural government secondary school in the northeast part of the country. To date, there is only one study which examines the impact of English language policy in the core curriculum on the teaching practices of EFL teachers at both primary and secondary school level has been completed (Fitzpatrick, 2011).In an effort to frame the present study, we apply Hornberger’s (2006) integrative framework as an attempt to support case study methodology. This approach provided us the opportunity to research “one or more instances of a phenomenon in its real-life context that reflect the perspective of the participants involved in the phenomenon” (Gall, Gall, & Borg, 2007, p. 447). And, it offered a grounded view of how this English language policy is being enacted in Thailand.
The Influence of Study-Abroad Experiences On Chinese College EFL Teacher’s Identity Yan Zhao; Miguel Mantero
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (670.006 KB) | DOI: 10.21093/ijeltal.v3i1.124

Abstract

The purpose of this study was to explore how in-service Chinese college English teachers produce and reproduce their identities within their study-abroad experiences in terms of their beliefs and classroom practice.  Sociocultural theory, discourse theory, and activity theory were used in the theoretical framework to analyze how participants modified their self-perception and changed their classroom practice in different contexts during boundary crossing.  The study invited four in-service Chinese college English teachers who took part in three-month study-abroad program.  Data were collected from interviews, observations, and document analysis.  The findings indicated that participants shifted their self-perception from advanced language user to basic language learner when they studied abroad and had difficulty in dealing with daily tasks.  With deeper involvement in the U.S. American culture, they gained more confidence in teaching.  After they returned, they were more creative and critical teachers.  The findings also demonstrated that participants wanted to implement the latest pedagogies, activities, and management into their own classrooms based on their students’ needs and levels in the Chinese sociocultural context.  Although participants encountered challenges in implementation due to students’ levels, learning habits, and local context, they made some effective changes and formed new authority in the classroom.  This study suggests that in order to improve study-abroad programs into truly beneficial professional development for teachers, college teachers need to have a clear self-evaluation process, and institutional administrators and foreign directors of study-abroad programs need to stand in teachers’ shoes to meet their requirements. This, in turn, will bring more Chinese college English teachers to study abroad for professional development.
Co-Authors Khattiyanant Nonthaisong Yan Zhao