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CELTA tutors’ beliefs about online tutoring practices CELTA导师对在线辅导实践的看法
2区 文学
Elt Journal Pub Date : 2023-03-23 DOI: 10.1093/elt/ccad014
Anna Hasper, Gary Barkhuizen
{"title":"CELTA tutors’ beliefs about online tutoring practices","authors":"Anna Hasper, Gary Barkhuizen","doi":"10.1093/elt/ccad014","DOIUrl":"https://doi.org/10.1093/elt/ccad014","url":null,"abstract":"Abstract Although a number of studies have explored the experiences of remote English language teaching in response to COVID-19, yet to be addressed is English language teacher-educators’ beliefs regarding their online tutoring practices. This article reports on the finding of a study which attempted to identify tutors’ beliefs about the differences between face-to-face (F2F) and online tutoring and the knowledge and skills required for online tutoring. Data collected through a questionnaire and follow-up interviews reveal that instructional strategies were regarded as a main difference between F2F and online tutoring, followed by the use of technology. However, knowledge about technology and how to use it was believed to be most important for tutoring in an online environment. Implications of the study include creating structured professional learning opportunities for online tutors, incorporating a focus on managing well-being, and developing awareness of the trainees’ sociocultural context.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136166874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A case for ELF feito no Brasil ELF飞向巴西的案例
2区 文学
Elt Journal Pub Date : 2023-03-22 DOI: 10.1093/elt/ccad006
Clarissa Menezes Jordão
{"title":"A case for <i>ELF feito no Brasil</i>","authors":"Clarissa Menezes Jordão","doi":"10.1093/elt/ccad006","DOIUrl":"https://doi.org/10.1093/elt/ccad006","url":null,"abstract":"Abstract This article starts from a comment on my locus of enunciation (i.e., the context from which I speak), a key element of decoloniality as a means of resisting the idea of disembodied knowledge or neutrality promoted by modernity/coloniality. I then proceed to explain how I understand the entanglement of modernity and coloniality and why we need to break away from coloniality, both ontologically and epistemologically. It is in this entanglement where ELT is traditionally situated, and it is from such contexts that English teacher education in Brazil should be examined for its harm to local knowledges and knowers. I conclude by explaining what is meant by ELF feito no Brasil and why this may be a possibility to resist the coloniality of ELT.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136195338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic Coloniality in ELT: the case of an Algerian University 英语教学中的学术殖民:以一所阿尔及利亚大学为例
2区 文学
Elt Journal Pub Date : 2023-03-22 DOI: 10.1093/elt/ccad010
Walid Daffri, Hadjer Taibi
{"title":"Academic Coloniality in ELT: the case of an Algerian University","authors":"Walid Daffri, Hadjer Taibi","doi":"10.1093/elt/ccad010","DOIUrl":"https://doi.org/10.1093/elt/ccad010","url":null,"abstract":"Abstract This study explores the concept of ‘Academic Coloniality’ in ELT at an Algerian University. Academic Coloniality refers to the practices and beliefs of people involved in ELT that contribute to the production, manifestation, and reproduction of power patterns between the ‘native speakers’ of English and its learners. Through this, we aim to show how the beliefs and reported practices of seven participants within ELT at an Algerian university contribute to it. Data was collected using semi-structured interviews and analysed using critical discourse analysis. Findings suggest that Academic Coloniality manifests itself in participants’ continuous quest to achieve ‘native-like’ competence and adopt their norms. This resulted from the context, daily interactions, and effects of media. Coupled with gatekeepers’ resistance to change, these contribute to the reproduction of Academic Coloniality. In this sense, the concept is a useful tool to conceptualize and contextualize practices and beliefs within ELT that prevent its decolonization.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136194560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tracking trends in coursebooks for young learners 跟踪面向年轻学习者的教材趋势
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-03-21 DOI: 10.1093/elt/ccac052
K. Gregson
{"title":"Tracking trends in coursebooks for young learners","authors":"K. Gregson","doi":"10.1093/elt/ccac052","DOIUrl":"https://doi.org/10.1093/elt/ccac052","url":null,"abstract":"","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transepistemic English language teaching for sustainable futures 可持续 未来的跨疫英语教学
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-03-19 DOI: 10.1093/elt/ccad004
P. Meighan
{"title":"Transepistemic English language teaching for sustainable futures","authors":"P. Meighan","doi":"10.1093/elt/ccad004","DOIUrl":"https://doi.org/10.1093/elt/ccad004","url":null,"abstract":"\u0000 There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the Western ‘epistemological error’ is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Intensive English programme ecology: decolonizing ‘within the cracks’ 强化英语节目生态：“夹缝中”的非殖民化
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-03-18 DOI: 10.1093/elt/ccad005
Jason Litzenberg
{"title":"Intensive English programme ecology: decolonizing ‘within the cracks’","authors":"Jason Litzenberg","doi":"10.1093/elt/ccad005","DOIUrl":"https://doi.org/10.1093/elt/ccad005","url":null,"abstract":"\u0000 Intensive English programmes (IEPs) are college and university units that provide international students with academic English instruction for the purpose of admission to the host institution. IEPs are colonial endeavours: they commodify and promote a language with a traceable colonial history that is reinforced through modern structures of knowledge distribution within higher education. Reliance on colonial architectures limits creativity and enforces hegemonic structures upon a field that tends to manifest more social justice orientations. This article argues that the position of IEPs allows them to contest their colonial nature through conscientious, incremental change. It considers the core activities of the IEP ecology (i.e. instruction, discipline, profession, business, and service), looking at how each facet may be utilized to enact a decolonial option. These interventions lend themselves to goals of decolonial projects by reducing bias and hegemony in how IEPs approach language and are positioned within the field and their host institution.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Digital literacy as ideological practice 数字素养作为意识形态实践
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-03-17 DOI: 10.1093/elt/ccad001
Csilla Weninger
{"title":"Digital literacy as ideological practice","authors":"Csilla Weninger","doi":"10.1093/elt/ccad001","DOIUrl":"https://doi.org/10.1093/elt/ccad001","url":null,"abstract":"\u0000 Digital literacy is high on the educational agenda in many countries as it is seen as an essential attribute of a discerning citizenry and a competitive workforce. A host of frameworks and conceptualizations have been proposed—both from scholars and from transnational organizations—for the curricular implementation of digital literacy in educational institutions. While there seems to be consensus on what digital literacy is, what has received much less attention in scholarly discussions of digital literacy is the ways in which it is also, fundamentally, an ideological practice. This paper considers what it means to say that digital literacy is an ideological practice and what such a recognition means for teaching or developing it in schools, particularly in the ELT classroom. I critique the prevalent focus on skills and outline how we may develop digital literacy as social practice.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49393585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-efficacy 自我效能感
2区 文学
Elt Journal Pub Date : 2023-01-09 DOI: 10.1093/elt/ccac046
Julie Waddington
{"title":"Self-efficacy","authors":"Julie Waddington","doi":"10.1093/elt/ccac046","DOIUrl":"https://doi.org/10.1093/elt/ccac046","url":null,"abstract":"","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Teachers’ digital technology use after a period of online teaching 教师在线教学一段时间后的数字技术使用情况
2区 文学
Elt Journal Pub Date : 2023-01-06 DOI: 10.1093/elt/ccac050
Benjamin Luke Moorhouse
{"title":"Teachers’ digital technology use after a period of online teaching","authors":"Benjamin Luke Moorhouse","doi":"10.1093/elt/ccac050","DOIUrl":"https://doi.org/10.1093/elt/ccac050","url":null,"abstract":"Abstract This article reports on a study that investigated primary-school English-language teachers’ use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers’ practices. Data were collected through in-depth interviews with sixteen experienced Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching. In addition, they suggest digital technologies are now embedded in teachers’ regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems; (2) digital noticeboards; (3) interactive digital worksheets and quizzes; and (4) interactive presentation software. Examples of how teachers use digital technologies, and considerations for their use, are provided.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Practising critical visual literacy through redesign in ELT classrooms 通过重新设计英语课堂来练习批判性视觉素养
2区 文学
Elt Journal Pub Date : 2023-01-05 DOI: 10.1093/elt/ccac049
Cecilie Waallann Brown, Milica Savić
{"title":"Practising critical visual literacy through redesign in ELT classrooms","authors":"Cecilie Waallann Brown, Milica Savić","doi":"10.1093/elt/ccac049","DOIUrl":"https://doi.org/10.1093/elt/ccac049","url":null,"abstract":"Abstract The aim of this article is to argue for the relevance of critical visual literacy (CVL) in relation to intercultural learning in ELT and present a redesign task that has been implemented with secondary school EFL learners in Norway. CVL is an approach to reading images which acknowledges that all texts are constructed, rather than neutral, and that they work to position the reader to accept a particular view of the world. Redesign tasks encourage learners to engage critically with these positions and create alternative texts that better reflect their personal worldviews. Through presenting examples of learner redesigns of a multimodal advertisement created in a different cultural context, we discuss how the task facilitated critical reading, exploration of multiple perspectives and engagement with sociopolitical issues. Such critical reading skills are crucial for navigating the increasingly more complex visual and intercultural landscapes the learners encounter in their everyday lives.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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