Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their (...) teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement. (shrink)

The teaching of an `imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another (...) category needs to be recognized, to which the author gives the acronym TUE (Teaching Unbroken English). For the purposes of analysis, the author focuses on his experience teaching English in Hong Kong before and after 1997, during the end of the colonial and the beginning of the postcolonial era. (shrink)

Plagiarism is a serious problem in an academic environment because it breaches academic honesty and integrity, copyright law, and publication ethics. This paper aims at revealing English as a Foreign Language lecturers’ responses in dealing with some factors affecting students’ plagiarism practice in Indonesian Higher Education context. This study employed a qualitative method with case study approach. Eight experienced EFL lecturers were conveniently recruited, and the data were analyzed using thematic analysis technique. The results revealed that EFL students perpetrated (...) plagiarisms due to three factors; 1) convenient access to online resources allowed the EFL students to retrieve some information without properly citing the sources, 2) Questionable lecturers’ assessment, and 3) Student has poor academic writing-skills. The plagiarism practices are apparent in the Indonesian educational context, and this may produce other negative consequences, such as academic dishonesty and poor academic writing. However, further investigation is necessary to examine the relative contribution of each factor on students’ plagiarism practice. (shrink)

In our country's military education system, which is integrated with the military education systems of developed countries, special attention is given to teaching English, a global language, to military personnel. All methods and techniques that can contribute to successful language teaching are thoroughly studied. While modern methodologies offer countless approaches for teachers and students, there remains a need to explore and refine productive methods in this area. This article discusses the importance of teaching English as (...) a foreign language to military personnel and emphasizes the use of effective methods. It also highlights the main challenges faced by English language teachers today, particularly the difficulties in developing and adapting teaching models that can be seamlessly integrated into the unique language structure of the armed forces. With this perspective in mind, the article examines both the scientific and theoretical foundations of English teaching methods in the military system, as well as their practical and applied aspects. It also explores the productive methods and techniques used in teaching English to military personnel. (shrink)

Summary This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14?15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils (...) were ?Because English is an international language?, ?Because English helps me with advanced study? and ?Because English will help me with my future career?. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ?I enjoy the subject I will teach?, ?English is important to me? and ?I want to help children succeed?. The findings are further explored in terms of the relative importance of the different types of motivation involved. (shrink)

This study was conducted in Slovenia, and explored the views of a sample of 226 pupils regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ‘Because English (...) is an international language’, ‘Because English helps me with advanced study’ and ‘Because English will help me with my future career’. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ‘I enjoy the subject I will teach’, ‘English is important to me’ and ‘I want to help children succeed’. The findings are further explored in terms of the relative importance of the different types of motivation involved. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and (...) dialogic teaching offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

The first case of COVID-19 in Iran was officially reported by the Iranian Government in February 19, 2020. In order to control and prevent the infection, the Government closed all the universities and requested the people to stay at home. Consequently, Tehran University of Medical Sciences (TUMS), like other universities, cancelled all the face-to-face classes in different Schools, and since the exact date for the resolution of this calamity could not be determined, TUMS decided to proceed the education flow through (...) the available Learning Management System (LMS). As one of the departments of the university, TUMS Department of Foreign Languages devised a plan and prepared itself for the new situation. This paper is a narrative account of the transition. Through reading this narration as a case of educational solution in the preset particular situation, language professors can adopt and implement efficient strategies and approaches in their educational settings. (shrink)

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and (...) strong sense teaching, I will also argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

This paper examines the efficacy of three pedagogical approaches for teaching English-Chinese translation strategies, specifically applied to religious texts for intermediate-level EFL (English as a Foreign Language) learners. The participants were randomly divided into three groups, each trained with a distinct methodological framework: Explicit-Method-Chain (EMC), Explicit-Task Method Chain (ETMC), or Implicit Task Method Chain (ITMC). Utilizing a mixed methods approach, this study gathered quantitative and qualitative data in its formative stage to assess the effectiveness of each strategy, (...) followed by a comparative analysis of their outcomes. The findings indicate that while all strategies significantly enhance the translation skills of intermediate EFL learners, the Explicit-Task Method Chain (ETMC) proved more effective, particularly in the accurate and culturally sensitive translation of complex theological concepts and sacred language. This suggests that explicit task-focused training better prepares translators to handle the nuanced aspects of religious texts, thereby facilitating a deeper understanding and respect for cultural and spiritual nuances in translation practices. (shrink)

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the (...) teacher to recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

Thanking, as other speech acts such as apologizing or requesting, can be performed in numerous contexts and, for their analysis, many crucial variables must be taken into consideration, which often are difficult to control. Besides these variables, speech acts are carried out in different situations, taking into account the culture in which they are performed. For example, thanking might be performed after alighting a bus in the UK, the USA or Australia, but this might not necessarily happen in Spain. The (...) aim of the study on which this paper is based, in to explore thanking contrastively in British English and in Peninsular Spanish from a pragmatic viewpoint, by looking at specific independent variables: the context and situation in which this speech act is performed, the relationship between the interlocutors who perform it, which includes social power and distance, and the reason for expressing gratitude. For the purpose of this investigation, a corpus of 128 textbooks for the learning and teaching of Spanish and English as foreign languages was used. It is important to note that, although these corpora are built on prefabricated dialogues and these can be regarded as abstractions of reality, the communicative situations found in the textbooks are aimed at depicting exchanges and linguistic patterns representing what naturally occurs in real conversations in both cultures. (shrink)

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, (...) the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning. (shrink)

This paper examines whether having school students repeat a year improves their performance, focusing on learning English as a foreign language. It takes students’ English examination results from five years from a Chinese‐medium school, together with data on their learning styles and learning strategies. Drawing on local cultural and pedagogic factors, the study finds that repeating a year, far from improving scores, homogenizes the results of males and females, and, while finding a small but statistically insignificant rise in (...) the scores of females, is detrimental to the performance of males. Repeating a year either makes no difference or a negative difference to results. It is suggested that repeating a year reproduces, sharpens and potentiates gender differences in learning and performing in English as a foreign language, and that repeating a year is the medium and outcome of gender inequality. Implications are drawn for practice. (shrink)

The article focuses on methods of teaching commercial lawyers, whose native language is not English, some linguistic aspects of drafting a contract in English. The author, whose principal occupation is teaching legal English, has created a Course on Language Aspects of English Contract for in-service lawyers. The course is aimed at teaching learners to understand and interpret English contracts written in traditional legal English and help them develop some drafting and redrafting (...) techniques taking into account the modern tendency growing in English speaking common law countries towards simplifying traditional legal English. A number of contracts written in different styles have been analysed, basic contract categories each characterised by certain operative words and phrases, have been established and terminology glossary have been compiled. The purpose of this paper is to present the course’s syllabi, outline and teaching methods. (shrink)

The COVID-19 pandemic has struck the world and caused serious disruption in education. Lockdown and social distancing measures have prompted a paradigm shift in delivering education, resulting in o...

Originally published in 1972. 1900-1970 saw extensive changes in the teaching of English in schools. The volume studies English instruction as it developed at junior and secondary level over this period. Using textbooks, method books, Board and Ministry Reports and other contemporary opinion, the book examines the basic questions arising from this historical survey. Whilst the main emphasis is on changes in actual classroom methods, the volume also examines the wider social pressures which have modified the school (...) system in the UK as well as English as a subject in that system. (shrink)

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might (...) be significant for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments. (shrink)

The division between theory and pedagogy is an example of the more traditional division between theory and practice. The paper deals with the artificiality inherent in the institutional separation of those scholars who study within a subject area and those who study the pedagogy of the subject. The paper discusses various theoretical accounts of the nature of English to make the case that theory is imbued with pedagogy. That is, theory is not neutral about teaching. How we teach (...) is driven by our theoretical commitments to our subject. (shrink)

This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced (...) class='Hi'>teaching and learning in English literary studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project’s practical outcomes, as well as outlines of and reflections on three of the activities develop... (shrink)

With the development of modern information technology, the flipped classroom teaching mode came into being. It has gradually become one of the hotspots of contemporary educational circles and has been applied to various disciplines at the same time. The domestic research on the flipped classroom teaching mode is still in the exploratory stage. The application of flipped classroom teaching mode is still in the exploratory stage. It also has many problems, such as low class efficiency, poor teacher-student (...) interaction, outdated teaching modes, not student-centered, etc., which lead to poor students’ enthusiasm for learning. Therefore, the current English flipped classroom teaching mode still needs to be tested and revised in practice. Combined with emotion recognition technology, this paper analyzes speech emotion recognition, image emotion recognition, and audition emotion recognition technology and conducts a revision test for the current English flipped classroom teaching mode. It uses the SVM algorithm for one-to-one method and dimension discretization for emotion recognition, and finds that the recognition results after different dimension classification recognition are improved for each emotion. Among them, the recognition rate of different dimension classification recognition methods is 2.6% higher than that of one-to-one method. This shows that under the same conditions, the emotion recognition technology of different dimension classification recognition methods is higher. (shrink)

In this paper, the Internet of Things with intelligent face perception and processing function is used to supervise online English teaching. In the intelligent learning environment, learners mainly learn by watching the information presentation screen of the learning content, i.e., the learning screen, which is the main environment for learners to learn and is the main channel for information interaction between learners and the learning content. The color matching, layout, graphic decoration, and background texture of the learning screen (...) have a significant impact on learners’ emotions, interests, motivation, and effect in the learning process. On the contrary, the accurate identification of learners’ emotions is the basis for building a harmonious emotional interaction in the wisdom learning environment and is an important means to judge learners’ learning status, which is of great significance to promote learners’ wisdom learning. In addition to providing learners with personalized learning contents and learning paths, the learning images presented by the intelligent learning environment should also be compatible with learners’ emotional states and visual emotional preferences and can play a role in regulating and stimulating learners’ learning emotions. The system works well in the testing process, which verifies the feasibility, rationality, and effectiveness of our application of face perception to online teaching effectiveness monitoring, and can be combined with the old result-oriented effectiveness monitoring method for online teaching, with certain theoretical research significance and practical application value. (shrink)

The spread of English is so much an integral part of globalization that it has become an essential global literacy skill. In Asia, this poses immense challenges to governments and English language teaching and teacher education professions as they attempt to meet this demand from students for a high level of English proficiency. This volume examines English language education policies across ten Asian jurisdictions, the corresponding teacher education policies, and how these policies affect teachers and (...) teacher educators. Each chapter covers a different jurisdiction, and is written by a scholar engaged in the implementation of government policies on English language and teacher education, providing the reader with insiders' perspectives. It gives a fascinating glimpse into the remarkable similarities in the challenges posed to these countries and the critical issues that have emerged from the local responses despite their markedly different socioeconomic, political, cultural and historical backgrounds. (shrink)

Culturally responsive teaching has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers’ competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers’ engagement with CRT. Given the increasing diversity in students’ socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern (...) in China. This study sets out to explore English as a Foreign Language teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers’ engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide. (shrink)

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe (...) the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system. (shrink)

It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language so far. Such understanding is of primary importance to student success in language learning given the sociocultural (...) context where grammar takes a lion’s share in high-stakes examinations. In order to address this research gap, we developed and validated the Chinese EFL Teachers’ Cognitions about Grammar Teaching Questionnaire. Two subsamples were randomly invited to respond to the TCAGTQ and the data were then subjected to exploratory factor analysis and confirmatory factor analysis to test the validity and reliability of the instrument. The EFA excluded eight items from the TCAGTQ and generated six factors with 27 items. The CFA result from the other subsample supported a six-factor model with a good model fit. Moderate correlations between the six factors also supported the predictive validity of the questionnaire, showing that the TCAGTQ is a valid and reliable inventory for measuring Chinese university EFL teachers’ cognitions about grammar teaching. Our findings suggest that the TCAGTQ can be used as a useful tool for teachers to self-assess their professional practice for improving teaching. (shrink)

This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute, a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with (...) four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se. (shrink)

In conference settings that have Korean and French as official languages, more and more speakers prepare documents in English, while still speaking in either Korean or French. For Korean interpreters working at such conferences, the result is that they must perform simultaneous interpretation between Korean and French while referring to texts that are written in English. Two information streams - one oral and one visual - interact in three languages: - Korean, French and English - to constitute (...) quite extreme conditions of simultaneity and thus increases the interpreter's mental processing load. Furthermore, when an interpreter refers to an English text while listening to Korean discourse, s/he may be tempted to lean on the written text because of the syntactic similarities between English and French. This increases the risk of language interference between French -the interpreter's B language - and English, which is often not even the interpreter's C language. Though this is a problem that frequently arises in professional settings, simultaneous interpretation with English text is not dealt with in interpreter training programs. This paper utilizes an experiment with students in an interpreter training course to examine the needs associated with teaching this type of interpretation. (shrink)

In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation (...) within a language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students’ comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students’ and teachers’ voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about. (shrink)

Memrise is an educational tool available both online and for mobile devices. Memrise uses flashcards and mnemonic techniques to aid in teaching foreign languages and memorizing information from other subjects, e.g. geography, law or mathematics. Memrise courses are created by its users through the process of crowdsourcing; therefore they are tailored to the individual needs of the users and may focus on the specific content of a particular coursebook or classes. The paper will attempt to present possibilities of using (...) memrise in teaching and learning legal English vocabulary during a tertiary course leading to TOLES certificate examination. The paper will look at various types of exercises which facilitate memorizing vocabulary, learning collocations, prepositional phrases, develop the skill of paraphrasing and defining legal terms of art in plain English. Application of the crowdsourcing method enables the learners to participate in the process of the course creation and constitutes for them a supplementary, out of class exposure to the target language. The second part of the paper will discuss the results of the research conducted by the author among her law students. The aim of the research was to investigate the students′ opinions about memrise as a tool which might facilitate individual learning of the specialist language, as well as to assess whether memrise may influence the test results achieved by the students during the legal English course. The paper will contrastively analyse the progress tests results achieved by the students who have used memrise to revise and recycle language material and those who have chosen traditional methods of learning. The research also attempted to address the question whether the students who had been the contributors to the content of memrise courses had performed better in tests than those who had only been the users. (shrink)

This study problematizes English language teaching departments in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology (...) and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages. (shrink)

With the advent of the Big Data era, information and data are growing in spurts, fueling the deep application of information technology in all levels of society. It is especially important to use data mining technology to study the industry trends behind the data and to explore the information value contained in the massive data. As teaching and learning in higher education continue to advance, student academic and administrative data are growing at a rapid pace. In this paper, we (...) make full use of student academic data and campus behavior data to analyze the data inherent patterns and correlations and use these patterns rationally to provide guidance for teaching activities and teaching management, thus further improving the quality of teaching management. The establishment of a data-mining-technology-based college repetition warning system can help student management departments to strengthen supervision, provide timely warning information for college teaching management as well as leaders and counselors’ decision-making, and thus provide early help to students with repetition warnings. In this paper, we use the global search advantage of genetic algorithm to build a GABP hybrid prediction model to solve the local minimum problem of BP neural network algorithm. The data validation results show that Recall reaches 95% and F1 result is about 86%, and the accuracy of the algorithm prediction results is improved significantly. It can provide a solid data support basis for college administrators to predict retention. Finally, the problems in the application of the retention prediction model are analyzed and corresponding suggestions are given. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for (...) teaching to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

The present collection takes stock of posthumanism and its theoretical development and impact in the field of Anglophone literary and cultural studies, with a particular focus on its role in education and the practice of teaching English. Posthumanism informs work in environmental or ecological criticism, climate change research, or human-animal studies - and poses an educational challenge since it also affects curricular and pedagogic theory and practice. Moreover, humanist idea(l)s of subject formation and individually acquired competences have a (...) direct bearing on conceptions of education. This is why the volume interrogates the potentials and pitfalls of posthumanist pedagogies and its connections with digitization, multiliteracies, non-European and non-anthropocentric thinking, and the role of literature pedagogy more generally, presenting case studies of teaching the posthuman from primary to tertiary levels. (shrink)

This article argues that the Teaching Excellence Framework manifests the vice of epistemic insensibility. To this end, it explains that the TEF is a metrics‐driven evaluation mechanism which permits English higher education institutions to charge higher fees if the ‘quality’ of their teaching is deemed ‘excellent’. Through the TEF, the Government aims to improve the quality of teaching by using core metrics that reflect student satisfaction, retention and short‐term graduate employment. In response, some have criticised the (...) TEF for failing to meaningfully evaluate the quality of teaching. This article seeks to explain and justify this criticism. It thus presents Heather Battaly's account of the vice of epistemic insensibility and argues that the TEF manifests two key features of an epistemically insensible policy, namely: it promotes a failure to desire, consume and enjoy epistemic goods that it is appropriate to desire, consume and enjoy; and it does so because it is committed to a false conception of the epistemic good. Crucially, it argues that the TEF falsely assumes that epistemic goods that serve to bolster its core metrics are more valuable than epistemic goods that do not. The article thus shows how this relies on an erroneous conception of the purpose of education and thus a false conception of the epistemic good. Finally, the article considers two brief objections and concludes that the TEF advances a conception of the student‐as‐customer which detracts from desiring, consuming and enjoying epistemic goods related to edification, civic participation and the student‐teacher relationship. (shrink)

This work acknowledges that spirituality is an integral part of adult learning and development. Building on the history of adult education and training, the authors suggest that the profession needs to recover some of its early concerns for holistic and spirituality informed practice.

In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey (...) to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively. (shrink)

It is argued that cultural attitudes of a speciesist nature are background to the current practice of animal use in teaching medical students and residents. The scope of this activity is estimated, and educational theory is enlisted to suggest that many assumptions about the effectiveness of the practice are not valid. An assessment of one course used for ob-gyn training is presented. Since it is clear that animal suffering should be avoided when possible, the case is made that alternatives (...) to animals may be used to replace animal use in much of current medical education. Medical educators should routinely question and offer adequate justification for any use of animals in medical education. (shrink)