Teachers' perspectives on ELT :

مرکز و کتابخانه مطالعات اسلامی به زبان های اروپایی

منو

" Teachers' perspectives on ELT : "
Alyasin, Abulqader

Document Type	:	Latin Dissertation
Record Number	:	829089
Doc. No	:	TLets682976
Main Entry	:	Alyasin, Abulqader
Title & Author	:	Teachers' perspectives on ELT :\ Alyasin, Abulqader
College	:	University of Warwick
Date	:	2015
student score	:	2015
Degree	:	Thesis (Ph.D.)
Abstract	:	This thesis is a journey which started investigating CLT innovation and implementation in Syrian schools and, due to the armed conflict in the country, ended with another layer of focus on the impact of Syria War on (education and) ELT, teachers and students. Employing a qualitative approach, the data incorporated audio-recordings and interviews as the two main research tools in the study. The lesson transcripts from two teachers in Syria (Grade 7) and a teacher in a camp school in Turkey (Grade 8) were explored in light of retrospective interviews to uncover how far teachers responded in their actual classroom practices to CLT curriculum innovation tenets and how implementation challenges, including teachers’ cognitions and contextual realities, influenced their practices. Celebrating diversity rather than uniformity, I also endeavoured to appreciate teachers’ own complex reasoning on their practices and how they made sense of their teaching in their immediate contexts. Semi-structured interviews were conducted with 11 other Syrian teachers to further elicit perspectives on contextual forces and teacher beliefs, suggestions for a locally feasible ELT pedagogy and the impact of the current war circumstances on their lives and careers. The analysis of the data reveals the value of seeing teachers as agents of their own practice both in ‘normally’ difficult circumstances and in extreme crisis situations. Teachers’ pedagogical decisions and practices seem to be grounded on their beliefs as to what is viable rather than on the MoE plans. The study points to the significance of not only appreciating teacher beliefs and agency in establishing context-sensitive ELT pedagogies, but also capitalising upon local teachers’ experiences and perspectives and involving teachers in both educational planning and implementation. The final layer of the thesis shows that it is valuable to explore teacher agency in crisis situations and to consider ways to extend the literature to recognise conflict-affected ELT as a research area in which locally produced pedagogies are encouraged, supported and developed within the constraints of displacement and refugee camp schools.
Subject	:	LB Theory and practice of education
Added Entry	:	University of Warwick