Resisting English Hegemony

A Study of Five English as a Foreign Language (Efl) High School Teachers
Erscheinungsjahr 2018
ISBN: 978-90-04-38973-1
Verlag: Brill

Buch, Englisch, Band 7, 126 Seiten, Format (B × H): 160 mm x 239 mm, Gewicht: 499 g

Reihe: Anti-colonial Educational Perspectives for Transformative Change

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 Poland’s 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.

Autoren/Hrsg.

Barbara Krawczyk, Ewa

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Preface

Acknowledgements

Note on the Author

1 Introduction

Historical Overview

Definitions of Terms

Background of the Study

The Need to Understand Changes in EFL Teaching

The Purpose and the Significance of the Study

Research Question

Summary

2 Literature Review

Introduction

Grammatical/Grammar-Based Approach

Communicative Approach

Cognitive Approach

Summary of the Three Teaching Approaches

Process of Democratization of Education in Poland

The Use of Technology in Instruction

Student-Centered Instruction

Teaching and Learning in an Authentic Environment

Summary

3 Methods

Introduction

Purpose of the Study

Research Design

Description of the Participants

Instrumentation

Research Procedure

Data Collection

Data Analysis

Validity of the Study

Summary

4 Findings

Introduction

The Site of the Study

Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations

Portrait of Each of the Participants

Portrait of Participant One: Anna

Portrait of Participant Two: Barbara

Portrait of Participant Three: Helena

Portrait of Participant Four: Lidia

Portrait of Participant Five: Maria

Analysis of the Profiles

Five Common Themes of the Five Participants

Summary

5 Discussion

Introduction

Review of Methodology

Contextualization of the Research

Summary of Findings

Limitations of the Study

Suggestions for the Future Research

Journey as a Researcher

Summary

Conclusion

References

Über Autor(innen)

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 Immigrant’s Perspective' in P. W. Orelus (Ed.). Language, Race, and Power in Schools: A critical discourse analysis (Routledge, 2016).