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The issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.
This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.
Emirati students at public universities have a wide demographic of faculty members teaching them courses in their second language, English. These faculty members bring with them their own cultural assumptions, epistemologies and use of language which at times are in stark contrast to those of the students.
The aim of the research is to shed light on the effects that a multicultural faculty have on a monocultural student body and vice versa. This study looks at both faculty and students’ perceptions of public tertiary education in the UAE. Namely, the research questions surround themes regarding the benefits and pitfalls of multiculturalism in a university environment.
Contentions are made based on qualitative data received regarding the levels of intercultural competence of both faculty and students. Noted are the importance of intercultural competence, how and why it is significant to have not only as a globalized member of a multicultural teaching faculty but how and why it is a central skill the fresh graduates must develop during their undergraduate careers.
This study explores TEFL teachers’ and non-TEFL teachers’ perceptions about the relationship between second language acquisition (SLA) research and language pedagogy with regard to familiarity, involvement, accessibility, consultation, relevance, and usefulness of SLA research in L2 pedagogy. To this end, 83 teachers, 40 TEFL teachers and 43 non-TEFL teachers, participated in this study. They filled out a questionnaire addressing their perceptions about SLA research and language pedagogy. The results revealed that the majority of TEFL teachers involved in doing research, at least as their educational term projects, while mostly no contribution was reported by non-TEFL teachers. In addition, TEFL teachers insisted that L2 teachers need to be involved in SLA research to be successful in their teaching career, while non-TEFL teachers were of the opposite opinion. Moreover, it was revealed that TEFL teachers considered the knowledge gained from research studies relevant and useful to their classroom actions, whereas non-TEFL teachers saw their experience more important for managing their classroom actions. Although both groups had contradictory perceptions of the relationship between SLA research and language pedagogy, they showed some common points in this regard. That is, both groups reported on their difficulty in having access to the research materials; they also expressed their willingness to do research.
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