Ethics in foreign language teacher education.

 

Introduction  

        Training teachers in foreign language education must be a task with a clear commitment, not only pedagogical but also rooted in ethics. In my teaching practice as a professor of Foreign Language Didactics, I face a specific issue that compels me to regularly reflect on the integrity-driven values of my work. This essay argues that respect for human dignity and justice must be central to foreign language teacher education, as these values not only create an inclusive classroom environment but also shape educators into ethical leaders.

Description of my professional activity  

        As a teacher educator, my responsibility is to prepare future educators on how to teach effectively and ethically. Beyond teaching the language, I instill values that foster an inclusive and respectful learning environment. In my classroom sessions, I apply numerous active and participatory methodologies, such as cooperative learning, project-based learning (PBL), flipped classrooms, and the use of technology in the classes so that language interaction and practice are experiential and meaningful. I also emphasize culture, civilization, and the social context in which the language is practiced so that future teachers fully internalize it.  

Principle 1: Respect for human dignity  

        Respect for human dignity constitutes the foundation of ethics within any educational practice. Foreign language teaching is particularly relevant to this ethic, given the necessity of a multicultural and multilingual approach with students. As Noddings (2003) states, "Education must be a practice of care in which educators understand and respond to their students' needs." This means that teachers must work in an environment of respect and inclusion, where every student is valued and feels heard.  

        In my pedagogical practice, I strive to be kind and sensitive to students' differences so that they feel comfortable interacting, making mistakes, and engaging in self-learning. This not only enhances language proficiency but also improves self-esteem and confidence. Human dignity is respected by being aware of the cultural impact of words and actions, ensuring that students are not subjected to demoralizing elements such as prejudice and stereotypes.  

Principle 2: Justice and equity  

        Justice and equity are essential to ensuring that students have equal learning opportunities. As Banks (2016) states, "A just education will provide all students with the necessary resources and support to reach their full potential." In the context of foreign language teaching, this means identifying and removing any obstacles to learning, such as barriers between different socio-cultural and linguistic groups.  

        As part of my efforts to achieve equity in the classroom, I use differentiated strategies that address students' individual needs. I accomplish this by providing varied teaching resources, conducting regular formative assessments, and offering additional opportunities for students who need them. I also create a climate of respect and inclusion by recognizing and encouraging students' contributions and fostering collaboration and mutual support.  

Critical perspective  

        Although respect for human dignity and justice are widely recognized as universal ethical principles, their practical application in foreign language education is complex. It requires continuous effort, adaptation, and critical reflection. Freire (2005) aptly states, "Education must be a practice of freedom, where educators and students become active subjects in the learning process." However, achieving this vision is not without challenges. Educators often navigate institutional constraints, cultural differences, implicit biases, and tensions between standardized expectations and equitable teaching.

        One of the primary challenges is the institutional and systemic constraints placed on teachers. While ethical teaching emphasizes individualized learning and inclusion, many educational systems prioritize rigid curricula and standardized testing, which may restrict teachers’ ability to implement student-centered, values-driven instruction. For instance, foreign language proficiency exams often emphasize grammar and accuracy over communication and intercultural understanding, making it complicated to create an environment where all students feel valued and included. To address this, institutions must integrate ethical reflection into teacher training and allow educators with the flexibility to adjust their methods based on students' diverse needs.

        Another critical issue is the influence of cultural and societal differences on ethical perceptions. Concepts such as justice, respect, and inclusivity are interpreted differently across cultures. In some educational traditions, strict teacher authority and rote memorization are valued over participatory learning, which may create tensions when implementing equitable, student-centered approaches. For example, in certain cultures, students might hesitate to challenge authority or engage in open discussions, making it difficult to foster interactive and collaborative language learning. Educators must therefore develop intercultural competence—both for themselves and their students—so they can navigate these differences sensitively while maintaining ethical teaching standards.

        Furthermore, implicit bias and prejudice can subtly influence language instruction, even among well-intentioned educators. For instance, many foreign language teachers unconsciously prioritize native-like pronunciation, Western cultural references, or traditional linguistic norms, which can alienate students from diverse linguistic and cultural backgrounds. English language education, for example, often focuses on British or American rules, marginalizing varieties such as Indian or African English. To counter this, teachers should integrate diverse linguistic models and encourage students to embrace their unique linguistic identities rather than conforming to a single "standard."

        Equity in education also faces a significant challenge when balancing individualized instruction with standardized expectations. While justice in Teaching calls for differentiated instruction to accommodate students' varying linguistic abilities and learning styles, standardized exams often impose a rigid, one-size-fits-all assessment model. A student with a different linguistic background may struggle with an exam designed for native speakers, yet policies may prevent necessary accommodations. Addressing this issue requires ongoing dialogue between educators and policymakers to develop assessments that maintain high standards while accommodating diverse learning needs.

        Finally, ethical dilemmas in classroom management present another challenge for educators striving to uphold human dignity. Teachers must navigate conflicts and discipline in a way that maintains respect while fostering learning. For example, if a student makes an offensive remark due to a cultural misunderstanding. The teacher faces an ethical decision: how to correct the student while ensuring they do not feel humiliated or discouraged. Rather than using punitive measures, teachers can adopt restorative justice approaches that encourage discussion, critical thinking, and mutual understanding.

        Given these challenges, it is clear that ethical foreign language teaching requires more than theoretical knowledge—it demands ongoing reflection, adaptability, and institutional support. As Fullan (2007) notes, "Educators must be moral leaders who inspire and guide their students toward a better future." To truly integrate ethical values into foreign language education, teachers must reflect on their practices while advocating for systemic changes that uphold dignity, justice, and equity in all learning environments.

        Similarly, I align with Argandoña (2020) in emphasizing the importance of ethical principles in guiding behavior and decision-making in their respective contexts. Both highlight the need for responsibility, integrity, justice, equity, reflection, and principled leadership to create respectful and inclusive environments, whether in education or the business sector.  

Conclusion 

        In conclusion, respect for human dignity, justice and equity are the highest ethical values in foreign language teacher education. Not only do they ensure a respectful and open learning environment, but they also contribute to the holistic development of students. Consequently, our role as teachers is to implement these values and principles in our daily practice and train younger generations of educators committed to providing dignified and high-quality education. One of the main reasons why lifelong commitment to improvement is necessary is to strive to fulfill this mission and contribute to an education that transforms students' lives. 

Referencias

Argandoña, A. (2020, 29 de noviembre). Para qué sirve un código ético. Economía, Ética y RSE BlogNetwork. https://tinyurl.com/2ah2uazd 

Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge. https://tinyurl.com/2bbycxp8 

Freire, P. (2005). Pedagogía del oprimido (Trad. J. Mellado). Siglo XXI Editores.

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. https://tinyurl.com/2yr8y34o 

Noddings, N. (2003). Caring: A feminine approach to ethics and moral education (2nd ed.). University of California Press. https://tinyurl.com/29vlygh5 

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education.

Morea & Fisher (2025) highlight the need for linguistically responsive teachers in multilingual classrooms. The authors argue that initial teacher education and training (ITET) should help future teachers recognize and value their multilingual identities. A quasi-experimental study with 37 pre-service teachers in England tested the impact of an online intervention on multilingual identity. Of the participants, 17 participated in the intervention, while 20 formed a control group. Pre- and post-intervention questionnaires showed significant increases in multilingual identity perceptions among the intervention group, while the control group showed no change. Interviews confirmed that participants in the intervention developed a broader, more inclusive understanding of multilingualism.

Reference:

Morea, N. & Fisher, L. (2025). Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal, 53(1), 1-21. DOI: 10.1080/09571736.2023.2251499

Further reading:

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education

Education is relationship-centered, not just student-centered.

Johnson (2025) argues that relationships are the foundation of education, more so than student-centered approaches. It emphasizes that positive relationships between teachers and students significantly improve student success, engagement, and emotional well-being. Research by Dr. John Hattie and others supports the idea that students work harder for teachers who show they care. The author also highlights the importance of emotional safety and trust in the classroom, the role of collaborative learning and peer relationships. While not dismissing student voice and autonomy, Dr. Johnson suggests that these are enhanced within a relationship-centered approach, leading to greater student ownership and success. The article concludes that prioritizing relationships is crucial for creating successful learners who are engaged, motivated, and equipped with social and emotional skills for long-term success.

Reference:

Johnson, B. (2025, March 10). Education is relationship-centered, not just student-centered. https://tinyurl.com/2ce4kxhp

Further reading:

Education Is Relationship-Centered, Not Just Student-Centered – Dr. Brad Johnson

Interpreting quotations

"If the strands are not woven together effectively and well, the instructional loom will likely produce something small, weak, ragged, and pale and not recognizable as a tapestry at all " (Oxford. 2001).

This quotation metaphorically describes the importance of effective and well-integrated ​instructional strategies in the ​educational process. Comparing the process to a ​loom emphasizes that if the different strands of instruction are not woven together correctly, the outcome will be unsatisfactory.

The "strands" mentioned in the quotation represent various instruction components, such as ​lesson plans, ​teaching methods, learning materials, assessments, and student engagement. When these components are not effectively integrated, the instructional process becomes fragmented, resulting in a weak and inadequate outcome.

The phrase "something small, weak, ragged, and pale" implies that the end result of poor instructional integration will lack substance, cohesion, and vitality. It signifies that learners will need a more comprehensive and enriching educational experience. Furthermore, the mention of not being recognizable as a tapestry suggests that the intended goal of producing a cohesive and meaningful educational outcome will not be achieved.

Overall, this quotation reminds us of the importance of thoughtful and integrated instructional design. It highlights the need for educators to carefully weave together different instructional elements to create a rich and meaningful educational tapestry for learners.

"The mastery of discrete language skills such as reading and speaking is seen as the key to successful learning, and language learning is typically separate from content learning" (Mohan, 1986).

This quotation highlights a perspective on language learning that distinguishes it from content learning and emphasizes the significance of mastering specific language skills to achieve successful language acquisition.

The quotation suggests distinguishing between acquiring language skills, such as reading and speaking and developing content knowledge. This implies that language learning is often viewed as separate from learning other subjects or content areas.

Furthermore, the quotation asserts that mastering discrete language skills, such as reading and speaking, is crucial for successful language learning. It implies that these skills are seen as foundational and essential for overall language proficiency. It suggests that learners focus on developing these discrete language skills to become proficient in a particular language.

The quotation reflects a traditional approach to language learning, prioritising the acquisition of discrete language skills over integrating language learning with content learning. It suggests that language learning is a distinct domain requiring specific attention and instruction.

Overall, this quotation highlights the perspective that successful language learning relies on mastering discrete language skills and that language learning is often approached separately from content learning. However, it is essential to note that this may not represent all views on language learning, as different methodologies and approaches may prioritize integrating language and content learning.

Hinkel (2006) noted, “In an age of globalization, pragmatic objectives of language learning place an increased value on integrated and dynamic multiskill instructional models with a focus on meaningful communication and the development of learners’ communicative competence” (p. 113).

Hinkel (2006) speaks to the changing landscape of language learning in the context of globalization.

Globalization: Refers to the interconnectedness of the world, where communication and interaction between different cultures and languages become increasingly important.

Pragmatic objectives of language learning: In this globalized era, the goals of learning a language are becoming more practical and focused on real-world application rather than just academic proficiency.

Integrated and dynamic multiskill instructional models: Suggests that language learning methods should encompass various skills (listening, speaking, reading, writing) in an interconnected way, adapting dynamically to the changing needs and contexts of communication.

Focus on meaningful communication: This approach emphasizes the importance of learning the language theoretically and using it in meaningful ways to convey ideas, thoughts, and emotions effectively.

Development of learners’ communicative competence: This indicator indicates the goal of nurturing learners' ability to communicate proficiently and appropriately in diverse situations rather than solely focusing on grammar and vocabulary.

Hinkel highlights the need for language learning methods beyond traditional approaches, emphasizing practical, dynamic, and integrated strategies prioritising effective communication in a globalized world.

Sources:

Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513  

Mohan, B. (1986). Language and content. Addison Wesley. https://tinyurl.com/27uymj8h

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. https://tinyurl.com/2peaocfz

Cranking up his Spanish

In this post, language educator Scott Thornbury recounts his journey learning Spanish. He has a background in language acquisition and pedagogy. Yet, he still needs help becoming fluent. Though motivated, Thornbury needed help with aspects of vocabulary and pronunciation. He credits his success to practising conversations and immersing himself in Spanish culture. Thornbury makes the often idealized process of learning another language. He does this by documenting the frustrations and breakthroughs. His reflections emphasize the significance of motivation. They also stress meaningful engagement with native materials and speakers. While expertise can inform expectations, language learning remains an imperfect, individualized process. The author shares his personal experience. He invites readers to reflect on their journey to bilingualism.

Further reading at his blog.

Strategies for providing meaningful feedback and support to teachers based on their class observations.

Several strategies can be used to provide meaningful feedback and support to teachers based on their observations:

1. Clear communication: Engage in open and transparent communication with teachers, clearly explaining the purpose and goals of the observation process. Set expectations and establish a collaborative approach to feedback and support.

2. Focus on strengths and areas for improvement: Recognize and highlight teachers' strengths to boost their confidence. Identify specific areas for growth and improvement, offering constructive feedback that is clear, actionable, and focused on student learning outcomes.

3. Reflective dialogue: Encourage a dialogue with teachers that promotes reflection and self-assessment. Discuss observations, allowing teachers to share their perspectives and insights and work together on strategies for improvement.

4. Professional development opportunities: Identify relevant professional development opportunities, such as workshops, seminars, conferences, or online courses, that address the specific areas for improvement identified through observation. Support teachers in accessing and participating in these opportunities.

5. Coaching and mentoring: Provide ongoing coaching and mentoring support to teachers. This can include regular one-on-one meetings to discuss progress, offer guidance, and provide resources or strategies to foster professional growth.

6. Peer collaboration: Encourage teachers to engage in peer collaboration and peer observations. This allows teachers to learn from one another, share best practices, and receive peer support and feedback.

7. Follow-up and progress monitoring: Regularly follow up with teachers to review progress, offer additional support if needed, and acknowledge growth and improvement. Continuously monitor and track the impact of feedback and support on teachers' professional development.

Establishing a culture of trust and support is crucial, where feedback is viewed as an opportunity for growth rather than judgment. Customizing feedback and support based on individual needs and providing ongoing opportunities for professional growth can effectively enhance teacher development.

Curriculum development in language teaching

Curriculum development plays a crucial role in language teaching by providing a structured framework to guide educators' instructional practices. It involves designing, implementing, and evaluating language programs to facilitate practical language learning for students.

In the field of language teaching, curriculum development covers various aspects. Firstly, it involves creating clear and measurable learning objectives that meet the needs and abilities of students. This ensures that language instruction is purposeful and relevant. Secondly, curriculum development involves selecting appropriate teaching materials that promote language acquisition, such as textbooks, audiovisual resources, and online platforms. These resources should be engaging, culturally sensitive, and inclusive to cater to diverse learners.

Furthermore, curriculum development includes planning and organizing language activities and assessments. Educators can encourage active participation and meaningful language use by incorporating communicative tasks like role-plays, discussions, and projects. Assessment methods should be comprehensive and authentic, evaluating students' language skills in different contexts.

Additionally, curriculum development in language teaching requires continuous evaluation and revision. Feedback from students, teachers, and stakeholders helps educators adapt and improve their instructional practices based on changing needs. Staying updated on new teaching methodologies, research findings, and technological advancements can also enhance language learning outcomes.

In conclusion, curriculum development in language teaching is a dynamic and multifaceted process. It involves setting goals, selecting materials, planning activities, designing assessments, and continuously evaluating and revising the curriculum. By carefully designing and implementing a well-structured curriculum, educators can create valuable language learning experiences that empower students to effectively communicate in the target language.

Applying Task-Based Approach to Syllabus Design

Regarding using authentic language through meaningful tasks using the target language fluently, teachers of EFL/ESL are often asked to develop task syllabuses. In this light, task definition is relevant in syllabus design, classroom teaching and learner assessment. It supports evident research agendas and has influenced educational policymaking in both EFL and ESL contexts. What is a task? The most cited definitions of a task are the following:

A task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting with the target language. At the same time, their attention is focused on mobilising their grammatical knowledge to express meaning; and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. (Nunan, 2004, p. 4) 

According to Willis (1996), "a task is an activity where the learner uses the target language for a communicative purpose (goal) to achieve an outcome" (p. 23). 

Richards & Rodgers (2001) define a task as "an activity or goal that is carried out using language, such as finding a solution to a puzzle, reading a map and giving directions, making a telephone call, writing a letter, or reading a set of instructions and assembling a toy" (p. 224). 

In addition, according to Richards & Rodgers (2001), Task-Based Language Teaching refers to an approach based on using tasks as a core unit of planning and instruction in language teaching (p. 223). 

Task-Based Language Teaching (TBLT) is an approach which offers students opportunities to actively engage in communication to achieve a goal or complete a task. TBLT seeks to develop students’ interlanguage by providing a task and then using language to solve it. It was first developed by N. Prabhu in Bangalore, Southern India. Prabhu believed that students may learn more effectively when their minds are focused on the task rather than the language they use.

(Prabhu, 1987; as cited in Littlewood, 2004, p. 323)

On the other hand, curriculum planners come forward systematically from needs analysis to goals and objectives to selection of the instructional content. It concerns Taba’s model of curriculum processes (1962, p. 12), which consists of Step 1: Diagnosis of needs; Step 2: Formulation of objectives; Step 3: Selection of content; Step 4: Organization of content; Step 5: Selection of learning experiences; Step 6: Organization of learning experiences; Step 7: Determination of what to evaluate and means to assess. 

 Steps 3 and 4 are usually known as syllabus design in language teaching. Ellis (2002) claims that "course design is concerned with the selection and sequencing of content the ‘what’ of teaching. As such, it contrasts with ‘methodology’, which addresses the ‘how’ of teaching. ‘course design’ and ‘methodology’ comprise the language curriculum" (p. 79). 

Richards (1997) argues that conceptions of the nature of a syllabus are closely related to the view of language and second language learning (p. 9). He also said that syllabuses have become more communicative because of the movement toward communicative theories of language and learning. There are different types of syllabi in modern EFL/ESL courses and materials, such as Structural (organised primarily around grammar and sentence patterns), Functional (organised around communicative functions, such as identifying, reporting, correcting, and describing), Notional (organised around conceptual categories, such as duration, quantity, location); Topical (organised around themes or topics, such as health, food, clothing); Situational (organised around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket); Skill-based (organised around skills, such as listening for gist, listening for specific information, listening for inferences); Task or activity-based (organised around activities, such as drawing maps, following directions or instructions) 

A Task-based syllabus is organized around tasks students will complete in the target language. According to Nunan (1989), tasks can be: 

1. Real-world tasks (Situational and interactional authenticity): Reading a map and giving directions; Reading a set of instructions and assembling an item; Conducting a survey; Conducting a search of databases for articles.

2. Pedagogical tasks (Interactional authenticity): Jigsaw task; Information-gap task; Problem-solving task; Decision-making task; Opinion-exchange task. 

In conclusion, applying the task-based approach to syllabus design focuses on process rather than product. The essential elements are purposeful activities and tasks that emphasise communication and meaning. Likewise, learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks. In addition, activities and tasks can be either those that learners might need to achieve in real life or have a pedagogical purpose specific to the classroom and are sequenced according to difficulty. The difficulty of a task depends on a range of factors, including the learner's previous experience, the task's complexity, the language required to undertake the task, and the degree of support available.  

REFERENCES

Ellis, R. (2002). The methodology of task-based teaching. Kansai University Foreign Language Teaching and Research, 4, 79-101.

Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. 

Richards, J. C. (1997). The language teaching matrix. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching(2nd ed.). Cambridge University Press.

Taba, H. (1962). Curriculum development: Theory and practice. Harcourt, Brace & World.

Willis, J. (1996-2021). A framework for task-based learning. Intrinsic Books Ltd.

English Language Teaching in South America: Policy, Preparation and Practices. Review.

Benegas (2022) argues that "English language teaching in South America is usually absent in international publications or at least publications located in 'the centre'. Now and then, we may read articles or book chapters that are part of international perspectives volumes on a given aspect of ELT authored."

That is true. Despite the large number of English language learners and teachers in South America, there needs to be more representation and recognition of their experiences in international ELT publications. This absence can marginalise their perspectives and voices and limit opportunities for exchange and collaboration between different regions in the field. 

However, it is essential to note that in recent years, there has been an increasing effort to address this imbalance and highlight ELT professionals' diverse experiences and perspectives from all regions. It has been achieved through international conferences, online forums, and social media groups, where South American ELT professionals can share their knowledge and discuss with their peers from other countries. Additionally, there have been efforts to publish more articles and book chapters focusing on ELT in South America to increase the visibility and recognition of the region's contributions to the field.

#PETsNet #RELOAndes #BritishCouncil #teacherslearningfromeachother #AmericanEnglishforEducators #RELOBrazil #RELOMexico #RELOTheCaribbean

Reference: Banegas, D. L. (2022). English Language Teaching in South America: Policy, Preparation and Practices. Argentinian Journal of Applied Linguistics - ISSN 2314-3576, 5(2), 40–42. Google link

Remote teaching during a pandemic

McAleavy et al. (2020) stated, "Online teaching should not try to mimic the entirely synchronous teacher-student engagement of the conventional school." Considering access to technology and teachers' digital literacy and not assuming all students can access a desktop or laptop, some could access remote learning through a mobile phone or tablet. A structured approach is always better than using as much learning technology as possible.

To continue reading this article, click here.

QUESTIONS: Who are those students? What are their ages and English levels? Do they have opportunities to practice English outside of the classroom?

Let me tell you a bit about my teaching context. I teach English and French to undergraduate students in the Law and Politics science school at UNMSM and Didactics of EFL to teacher-students in the education school at UNE-EGyV in Lima, Peru.

The number of students is varied, between 15 and 45 per class. All of them are adults, and their age range is 18 to 35. Their English level is elementary for EFL/FLE courses, and they cannot apply their language learning outside class. However, pre-service English teachers may improve their communication skills in English during class and teaching practice. The level of English is a bit low, A1 / A2/ B1, for prospective teachers.

Most support to my teaching job is giving teacher-students different ways of comprehending and interpreting new insights introduced in class. I also give EFL/FLE students language support and communication skills to engage in their tasks or perform them.

There are many challenges foreign language teachers face every lesson; one is to teach a compulsory course that students have to pass and get credits, but they would prefer something else. Nevertheless, contextualizing and adapting "materials and activities that meet [these] students at their current level of knowledge and ability (World Learning, 2018)" making their learning experiences more meaningful and valuable, I notice unpredictable learning outcomes.

Workshop: USING CASE STUDIES IN ENGLISH TEACHER EDUCATION

Given by Victor Hugo Rojas B. at the 5th International Workshop on Foreign Languages, Communication and Culture (WEFLA 2006) in Holguín, Cuba.

ABSTRACT

According to Todd (n.d.), many EFL educators “believe that teaching is an intuitive art that can only be learned through practice and, thus, that theories are of no concern to the practising teacher”. Stubbs (1986; as cited in Todd, n.d.) argues that “all teaching is based on theories, whether these theories are personally created or derived from general principles”. The presentation has arisen from applying case studies to present ELT rationales in teacher education and encountering appropriate ways to demonstrate their applicability to practice. Therefore, this presentation will demonstrate how to enable pre/in-service EFL trainees to implement general theoretical principles in a wide range of practical situations, encouraging critical reflection and developing decision-making and problem-solving skills.

SUMMARY

Recently, ELT teacher education programs in Peru have focused on providing pre- and in-service EFL teachers with opportunities to develop critical reflection, decision-making, problem-solving, and analysis of teaching practice. The presentation has arisen from applying case studies to present ELT rationales in teacher education and encountering appropriate ways to demonstrate their relevance to practice. Dudley-Evans & St. John (1998) affirm that the case study approach suggests apprentices “some aspect of a real-life scenario, through which they can apply and integrate knowledge, skills, theory, and any experience" (p.192). Teacher educators may lack the resources and time to have their trainees observe practising teachers implementing the theories the trainees are currently studying. The case study approach is a way to simulate this process and to allow the teacher educator to assess how trainees are applying theoretical knowledge.

We aim to find effective teaching theoretical content in our ELT teacher education courses as language educators. This presentation demonstrates and describes case studies in the Didactics of EFL course in the ELT teacher education program. The presenter has included descriptions of the context, participants, classroom procedures, lesson plan, and students' responses to their experiences to understand how to integrate this approach into language teacher education programs. Likewise, teacher educators will experiment with this approach to obtain trainees' successful responses.

 

At the workshop, attendees will get appropriate guidance as they reflect upon the situation, attempt to analyze them, and are encouraged to collaborate with their peers and the presenter as they discuss the alternatives and develop their approaches to the situation. Furthermore, trainees will develop solutions to the problems and challenges presented in the cases based on the information provided, group discussion, and prior knowledge and experience. Thus, the workshop develops participants' problem-solving abilities while preparing them to think about their teaching and classroom realities.

References and further reading:

Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. Google Scholar

Kleinfeld, J. (1990). The Case Method in Teacher Education: Alaskan Models. ERIC Digest. Google Scholar

Stubbs, M. (1986). Educational Linguistics. Blackwell Publishers.

Todd, R. W. (n.d.). Applying theory to practice. Google Scholar

P.D. Recently, APA 7th ed. compliant.