Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution
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| Title: | Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution |
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| Language: | English |
| Authors: | Burgin, Ximena, Daniel, Mayra |
| Source: | GIST Education and Learning Research Journal. Jan-Jun 2017 (14):107-134. |
| Availability: | Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Urban Schools, Secondary School Students, Foreign Countries, Case Studies, Language Teachers, Teaching Methods, Educational Change, Cultural Pluralism, Multilingualism, Secondary School Teachers, Course Organization, Lesson Plans, Observation, Check Lists |
| Geographic Terms: | Ecuador |
| ISSN: | 1692-5777 |
| Abstract: | This article presents a case study focused on the pedagogy of nine English language teachers' pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers' delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations. |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2017 |
| Accession Number: | EJ1146669 |
| Database: | ERIC |
| Abstract: | This article presents a case study focused on the pedagogy of nine English language teachers' pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers' delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations. |
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| ISSN: | 1692-5777 |
