Collaborative teaching from English language instructors’ perspectives (original) (raw)
Related papers
2017
Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or departments to be involved in collaboration in many ways ranging from co-planning to co-constructing and co-teaching their language classes. The present study concentrated on collaborative practices of English language instructors planning the EFL program together at a private university in Istanbul, Turkey. It aimed to elaborate on the ways they were engaged in collaboration in language teaching, their beliefs on it, and which conditions they perceived as necessary to sustain successful collaboration. The results gained from written pre-interview protocols, focus-group and individual interviews shed light on the characteristics of collaborative tea...
Collaboration to teach English language learners: opportunities for shared teacher learning
Teachers and Teaching, 2014
The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
NEED FOR COLLABORATION IN AN ENGLISH LANGUAGE CLASSROOM: A STUDY ON TEACHERS' ATTITUDE
INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE, LITERATURE AND TRANSLATION STUDIES (IJELR), 2018
The rationale behind teaching English as a second language is to impart English language skills and to enhance the communicative competence of learners. Though the objectives of the curriculum clearly reflect the rationale, the success of the curriculum largely depends on the execution of the syllabus. Undoubtedly, the sole responsibility of making the curriculum effective lies in the hands of the teachers. The mandate given to all English language teachers is to find novel methods and pedagogical tools in converting the curriculum into effective classroom modules. In reality, teachers of English in India are facing lots of challenges mainly due to the untoward significance given to test-based instruction. Hence, there is always a conflict between teaching English as a subject and as a skill. The result based structure supports the former and the latter is miserably neglected. At this juncture, it is essential to revisit English language teaching in schools. If English is taught to hone English language skills, a classroom needs to be interactive to bridge the gap between the objectives of the curriculum and the outcome. Therefore, the researcher proposes to employ collaborative learning approach to complement the acquisition of English speaking skills. This quantitative study aims at analysing the attitude of school teachers in employing collaborative learning strategies for the enhancement of English speaking skills. The study is conducted among school teachers because the researcher believes that it is crucial for the learners to achieve a certain level of competence in English speaking skills before pursuing higher education.
2020
The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Implementing Cooperative Learning in the Language Classroom: Opinions of Turkish Teachers of English
2013
Cooperative learning in the foreign language classroom is believed to increase target language use, improve communication skills, build confidence and stimulate learner autonomy. However, challenges may arise due to poor group dynamics, time constraints, standardized curricula, and other classroom issues. To investigate the applicability of cooperative learning in the Turkish context, the researchers employed two separate focus group interviews to explore the opinions of Turkish teachers of English as a Foreign Language (EFL). The results revealed that while the teachers believed group learning to b cooperative learning caused difficulties in implementing this approach with Turkish learners.
Language Teacher Educators as Learners: A Case Study of Collaboration
Science Journal of Education, 2016
This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors' meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning.
Language Teaching Research, 2023
Many countries have developed co-teaching programs pairing native-English-speaking teachers with local English teachers. Despite the optimistic aims of these programs, research has revealed challenges for co-teaching, such as with teachers' contrasting belief systems or cultural differences. However, research has yet to examine the models of co-teaching applied and the extent of collaboration observed with multiple co-teaching pairs across different teaching contexts as is done in the present study. The study uses qualitative analysis, aiming to examine the approaches to co-teaching and the degree of collaboration with 14 pairs of co-teachers across different school levels (primary, middle, and high schools) in South Korea. Based on classroom observations and interview data, the study found that of seven models of English-language co-teaching (one teaching / one assisting, team teaching, one teaching / one assessing, parallel teaching, alternative teaching [pre-teaching], alternative teaching [re-teaching], and station teaching), the one teaching / one assisting model was prevalent for 10 dyads and the team-teaching model for four dyads. The other models of coteaching were not used or reported to be used by these participants. In addition, by focusing on the observed and stated practices of these participants, the study adds to the literature by showing how co-teaching collaboration occurs across a spectrum, from no collaboration to full collaboration, with differing levels of engagement throughout. The study suggests that this proposed spectrum will be useful for researching and assessing co-teaching practices, and it implies that the efficacy of co-teaching could be increased by supporting fuller collaboration and multiple approaches to co-teaching beyond the dominant one teaching / one assisting model.
Strategies used by Senior High School English Teachers for Collaborative Work
Psychology and Education: A Multidisciplinary Journal, 2024
This qualitative study aimed to study and identify the strategies of Senior High School English teachers of Holy Trinity College of General Santos City for collaborative work. The researchers purposely selected seven (7) English teachers of the Senior High School Department of Holy Trinity College of General Santos City who are teaching the subjects Practical Research and Reading and Writing. To obtain the results of this study, the researchers utilized a structured and comprehensive interview guide. The participants were then able to share the collaborative works they are implementing, the challenges they face in the implementation of such, and most importantly the strategies for collaborative work. The study established two major themes in the strategies of the participants which are peer evaluation and educational guidance. Considering the findings of the study, it is recommended for the institution to strengthen the integration of the collaborative learning theory in collaborative works inside the classrooms to ensure that the benefits already innate in collaborative work is achieved. Furthermore, the researchers also recommend the future researchers to venture in a comparative study that will analyze and explore the strategies for collaborative work in diverse educational subjects and contexts which can provide a comprehensive understanding into the benefits of intervention or strategies for collaborative work.
Critiquing Collaborative Language Learning: A Qualitative Study of Teachers’ Perceptions
Sir Syed journal of education & social research, 2021
Collaborative language learning, followed as a language teaching and learning methodology in many countries, is often critiqued with mixed arguments. To some, while keeping in view its social aspect where learners work on common projects intending to partake in collective decision making and intellectual engagement, collaborative language learning is more productive than the traditional way of teaching and learning a second/foreign language. To others, because of different requirements for its successful implementation, collaborative language learning becomes a difficult practice where the cost exceeds the benefits. To know the problems and prospects of collaborative language learning, in the present study, data were collected through semi-structured interviews from teachers of both public and private sector schools of district Mardan. Through purposive sampling, data were collected from 40 teachers (20 each from public and private sector schools). The findings reveal that besides many positive aspects, there are some negative aspects of collaborative learning where the prominent one is the loss of an individual's authority and creativity, promotion of totalitarian approach, and overlooking of the shy students. It can be a useful tool for language education provided some requirements including teacher training, availability of proper space, and classroom size, etc. are tackled properly.