1.
Chaléat, Justine
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 32-72, 2023.
@article{nokey,
title = {How Collaboration between the EAL Teacher and the Homeroom Teachers Helps EAL Students in their Development of Vocabulary and Comprehension Skills},
author = {Justine Chaléat},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2023/02/Justines-article_Lesson-for-Global-Classroom_GFL2.pdf},
year = {2023},
date = {2023-02-03},
urldate = {2023-02-03},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {32-72},
abstract = {This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.
2.
Miltiadou, Stephanie
How can the Behaviour of Students Improve through Effective Classroom Management Methods? Journal Article
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 17-31, 2023.
@article{nokey,
title = { How can the Behaviour of Students Improve through Effective Classroom Management Methods?},
author = {Stephanie Miltiadou},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2023/02/VF_GAF_edited_StephM-_Effective-Class-Mgt-Methods3.pdf},
year = {2023},
date = {2023-02-02},
urldate = {2023-02-03},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {17-31},
abstract = {‘Overwhelmed’ was what I felt when I received the announcement that I would be going
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
‘Overwhelmed’ was what I felt when I received the announcement that I would be going
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort.
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort.
3.
Wright, Benjamin
How Can Young English Language Learners (ELLs) Be Supported to Engage with Inquiry‐Based Learning? Journal Article
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 1-16, 2023.
@article{nokeyh,
title = {How Can Young English Language Learners (ELLs) Be Supported to Engage with Inquiry‐Based Learning?},
author = {Benjamin Wright},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2023/02/LD_Benjamin-Wright_ArticleGlobal-Classrooms_GAFedits.pdf},
year = {2023},
date = {2023-02-01},
urldate = {2023-02-02},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {1-16},
abstract = {There is a large body of literature that focusses on inquiry‐based learning, along with the
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
There is a large body of literature that focusses on inquiry‐based learning, along with the
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.
4.
Chen, Jizi
Investigating the Effects of English-only Learning in Chinese Education Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 58-72, 2022.
@article{nokey,
title = {Investigating the Effects of English-only Learning in Chinese Education},
author = {Jizi Chen},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2023/02/VF_GAF_edited_Jizi-Chen_Effects-of-Eng-only-learn-in-Chinese-Education-1.pdf},
year = {2022},
date = {2022-12-31},
urldate = {2022-12-31},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {58-72},
abstract = {Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
5.
Washington, Victoria
In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 40-57, 2022.
@article{nokeyf,
title = {In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? },
author = {Victoria Washington},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2023/02/VF_GAF_edited_Vic.Wash_New-ESL-TBLT-Method-Article-1-1.pdf},
year = {2022},
date = {2022-12-30},
urldate = {2022-12-30},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {40-57},
abstract = {Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
6.
Tonini, Andrea
From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 15-39, 2022.
@article{nokey,
title = {From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam},
author = {Andrea Tonini},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris },
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2022/11/From-Teacher-centred-to-Learner-centred-Andrea-Tonini-3.pdf},
year = {2022},
date = {2022-11-02},
urldate = {2022-11-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {15-39},
abstract = {This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.
7.
Akombo, Barbra Achando
The Impact of COVID-19 on Music Pedagogy in Kenya: A Questionnaire Study Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 1-14, 2022.
@article{nokey,
title = {The Impact of COVID-19 on Music Pedagogy in Kenya: A Questionnaire Study},
author = {Barbra Achando Akombo},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2022/07/The-Impact-of-COVID-19-on-Music-Pedagogy-in-Kenya-Barbra-Akombo.pdf},
year = {2022},
date = {2022-07-02},
urldate = {2022-07-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {1-14},
abstract = {In March of 2020, when Kenya was faced with the first cases of the COVID-19 virus, the situation escalated quickly in Kenya and around the world, prompting the World Health Organization (WHO) to declare the international epidemiological circumstance a global pandemic. The neoteric nature of the COVID-19 pandemic overturned the normal modality of education globally. The abrupt closure of schools led governments to reconsider the education systems that had been in place for many decades and evaluate which systems would be needed for future education. In Kenya, the COVID-19 pandemic highlighted the inequality in the education system when education was moved to online platforms. Kenya had conventionally adopted a face-to-face modality to music instruction until the onset of the COVID-19 pandemic, which forced music educators to rethink their pedagogies and philosophical beliefs about education, prompting them to adopt new ways of teaching music by accommodating the use of information and communication technologies (ICT) in education. Music educators faced a lot of new challenges and experiences while teaching during the pandemic. This small-scale research aims to examine the experiences and challenges that music educators faced while teaching during the COVID-19 pandemic in Kenya. This study is relevant because there is a lack of research on how the COVID-19 pandemic has affected music education in general and more specifically in Kenya.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In March of 2020, when Kenya was faced with the first cases of the COVID-19 virus, the situation escalated quickly in Kenya and around the world, prompting the World Health Organization (WHO) to declare the international epidemiological circumstance a global pandemic. The neoteric nature of the COVID-19 pandemic overturned the normal modality of education globally. The abrupt closure of schools led governments to reconsider the education systems that had been in place for many decades and evaluate which systems would be needed for future education. In Kenya, the COVID-19 pandemic highlighted the inequality in the education system when education was moved to online platforms. Kenya had conventionally adopted a face-to-face modality to music instruction until the onset of the COVID-19 pandemic, which forced music educators to rethink their pedagogies and philosophical beliefs about education, prompting them to adopt new ways of teaching music by accommodating the use of information and communication technologies (ICT) in education. Music educators faced a lot of new challenges and experiences while teaching during the pandemic. This small-scale research aims to examine the experiences and challenges that music educators faced while teaching during the COVID-19 pandemic in Kenya. This study is relevant because there is a lack of research on how the COVID-19 pandemic has affected music education in general and more specifically in Kenya.
8.
Mongendre, Lalita
The Role of Teacher and Peer Interaction in Online Learning Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 58-79, 2021.
@article{nokey,
title = {The Role of Teacher and Peer Interaction in Online Learning},
author = {Lalita Mongendre},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2021/12/The-Role-of-Teacher-and-Peer-Interaction-in-Online-Learning-Lalita-Mongendre.pdf},
year = {2021},
date = {2021-12-15},
urldate = {2021-12-15},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {58-79},
abstract = {What is the role of peer and teacher interaction in online learning? This research paper explores motivation in online education through the lens of ten online learners studying with six different universities, across different subjects, age groups, and levels of experience. The findings showed that social interaction, though not always deemed essential for successful learning, was valuable in motivating students. Peer interaction was found to be more prominent than teacher interaction, overall. The impact of interaction upon self-efficacy beliefs was highlighted, as well as the importance of structure, sense of community and the specific medium of interaction. The rich data shed light upon the complex ways that interaction influences students and on the many sources of motivation that come together to form successful online learning. I conclude that while well-designed content is of primary importance, even a little (quality) teacher and peer interaction can go a long way in improving motivation and enhancing the learning experience. Much is to be gained by researching how to fully harness the benefits of social interaction for online learning.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
What is the role of peer and teacher interaction in online learning? This research paper explores motivation in online education through the lens of ten online learners studying with six different universities, across different subjects, age groups, and levels of experience. The findings showed that social interaction, though not always deemed essential for successful learning, was valuable in motivating students. Peer interaction was found to be more prominent than teacher interaction, overall. The impact of interaction upon self-efficacy beliefs was highlighted, as well as the importance of structure, sense of community and the specific medium of interaction. The rich data shed light upon the complex ways that interaction influences students and on the many sources of motivation that come together to form successful online learning. I conclude that while well-designed content is of primary importance, even a little (quality) teacher and peer interaction can go a long way in improving motivation and enhancing the learning experience. Much is to be gained by researching how to fully harness the benefits of social interaction for online learning.
9.
Drew, Freya Lynn
To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 34-57, 2021.
@article{nokey,
title = {To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study},
author = {Freya Lynn Drew},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2021/12/To-What-Extent-Do-Student-Preferences-for-Oral-Corrective-Feedback-Freya-Lynn-Drew-1.pdf},
year = {2021},
date = {2021-12-08},
urldate = {2021-12-08},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {34-57},
abstract = {This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF.
10.
Delaere-MacLean, Jamie
The Experiences of TCKs in an International School Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 16-33, 2021.
@article{nokeyj,
title = {The Experiences of TCKs in an International School },
author = {Jamie Delaere-MacLean},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2021/10/The-Experiences-of-TCKs-in-an-International-School-Jamie-Delaere-MacLean-3.pdf},
year = {2021},
date = {2021-12-07},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {16-33},
abstract = {The children attending the international school in this study can be typified as third culture kids, or TCKs, experiencing several stages of Pollock and van Reken’s (2009) transition cycle; from initially being involved in their current community to reinvolvement in the new host country, each relocation begins with preparing to leave. Along the way there is grief, excitement, loss, and apprehension but also an understanding that there will be a moment to settle before the process begins again. This study provides insight into the experiences of twelve 6-10-year-old TCKs during their transition to a new school in Brussels, Belgium. Data gathered through focus groups and structured activities solicited non-verbal (drawings and notes) and verbal (stories) narratives, contributing to the literature of TCKs.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The children attending the international school in this study can be typified as third culture kids, or TCKs, experiencing several stages of Pollock and van Reken’s (2009) transition cycle; from initially being involved in their current community to reinvolvement in the new host country, each relocation begins with preparing to leave. Along the way there is grief, excitement, loss, and apprehension but also an understanding that there will be a moment to settle before the process begins again. This study provides insight into the experiences of twelve 6-10-year-old TCKs during their transition to a new school in Brussels, Belgium. Data gathered through focus groups and structured activities solicited non-verbal (drawings and notes) and verbal (stories) narratives, contributing to the literature of TCKs.
11.
Lewin, Oliver
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 1-15, 2021.
@article{Lewin2021,
title = {To what extent does the use of facilitation affect students' motivation in the subject of English and are there differences in learners' attitudes toward different teaching styles? - Oliver Lewin},
author = {Oliver Lewin},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2021/09/To-what-extent-does-Oliver-Lewin-2.pdf},
year = {2021},
date = {2021-09-29},
urldate = {2021-09-29},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {1-15},
abstract = {The research project was conducted to explore how motivation of pupils, in the subject of English, in a primary school in Sri Lanka, is affected by different teaching styles. Looking closely at facilitation as one of the major factors that could help improve motivation. Through researching motivation via a questionnaire and observations, it was clear to see how the problems facing my students’ motivation could in theory be improved by intrinsically motivating them, deciding what motivational goals are the most appropriate, increasing their self-belief and control, and by allowing them the chance to reflect on what they have learnt. All of these factors were relevant to the role of the teacher and how I interacted with the class. The original research design had to be adapted due to Covid-19, as students were not able to come to school. The lessons for that reason, had to be restructured for online learning. I was able to conduct the three lessons that were the focus of the research project with most of my students participating. The results showed that there was a difference in learners’ attitudes towards different teaching styles, illustrating that teachers need to provide some guidance and direction within the lesson in order to motivate students. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The research project was conducted to explore how motivation of pupils, in the subject of English, in a primary school in Sri Lanka, is affected by different teaching styles. Looking closely at facilitation as one of the major factors that could help improve motivation. Through researching motivation via a questionnaire and observations, it was clear to see how the problems facing my students’ motivation could in theory be improved by intrinsically motivating them, deciding what motivational goals are the most appropriate, increasing their self-belief and control, and by allowing them the chance to reflect on what they have learnt. All of these factors were relevant to the role of the teacher and how I interacted with the class. The original research design had to be adapted due to Covid-19, as students were not able to come to school. The lessons for that reason, had to be restructured for online learning. I was able to conduct the three lessons that were the focus of the research project with most of my students participating. The results showed that there was a difference in learners’ attitudes towards different teaching styles, illustrating that teachers need to provide some guidance and direction within the lesson in order to motivate students.
12.
Abrahamson, Emmy
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 49-66, 2020.
@article{Abrahamson2020,
title = {What Summative Assessments do Drama Educators Use to Assess Student Knowledge and Progress in Secondary Education, and What do They Think of Them?},
author = {Emmy Abrahamson},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2020/07/Summative-drama-assessments-Lessons-from-Global-Classrooms-1.pdf},
year = {2020},
date = {2020-07-02},
urldate = {2020-07-02},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {49-66},
abstract = {Summative drama assessment is often considered both challenging and problematic due to its elements of creativity and performance. This research paper aims to discover what summative assessments drama teachers use in secondary education and to gain insight into what their views are of them in order to hold accountability while simultaneously allowing students freedom of expression and creativity within this multidimensional subject. Data collection and analysis focused on feedback from 26 drama teachers in North America, Europe and Asia in English-speaking and primarily international schools. Beyond simply following summative assessments prescribed by curricula, the findings suggest a clear divide in opinion on the benefits and usefulness of these. The results also identify the need for a range of different criteria such as the necessity to individualise, to use student-negotiated rubrics and a wide variety of summative drama assessments in secondary education. },
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Summative drama assessment is often considered both challenging and problematic due to its elements of creativity and performance. This research paper aims to discover what summative assessments drama teachers use in secondary education and to gain insight into what their views are of them in order to hold accountability while simultaneously allowing students freedom of expression and creativity within this multidimensional subject. Data collection and analysis focused on feedback from 26 drama teachers in North America, Europe and Asia in English-speaking and primarily international schools. Beyond simply following summative assessments prescribed by curricula, the findings suggest a clear divide in opinion on the benefits and usefulness of these. The results also identify the need for a range of different criteria such as the necessity to individualise, to use student-negotiated rubrics and a wide variety of summative drama assessments in secondary education.
13.
Boel, Alexander
Teacher Retention in China: The Role of Effective Leadership Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 30-48, 2020.
@article{Boel2020,
title = {Teacher Retention in China: The Role of Effective Leadership},
author = {Alexander Boel},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2020/07/Teacher-Retention-in-China-the-Role-of-Effective-Leadership-Lessons-from-Global-Classrooms-2.pdf},
year = {2020},
date = {2020-07-01},
urldate = {2020-07-01},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {30-48},
abstract = {Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.
14.
Griffiths, Ben
To what extent can P4C methods enhance the teaching and learning of IB Diploma subjects? Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 14-29, 2020.
@article{Griffiths2020,
title = {To what extent can P4C methods enhance the teaching and learning of IB Diploma subjects?},
author = {Ben Griffiths},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/to-what-extent-can-p4c-enhance-ib-diploma-teaching-lessons-from-global-classrooms-2/},
year = {2020},
date = {2020-06-05},
urldate = {2020-06-05},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {14-29},
abstract = {As a teacher of IB Diploma Economics, I am always open to new ideas for how to enhance teaching and learning, and took the chance to undertake training in P4C (Philosophy for Children) at my school when it arose. My interest piqued, I was keen to investigate further the potential for P4C to enhance the teaching and learning of IB Diploma subjects. Though convinced of the potential, my fledgling attempts to bring it into the classroom, alongside colleagues’ reservations, indicated that there were challenges to its incorporation.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.
},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
As a teacher of IB Diploma Economics, I am always open to new ideas for how to enhance teaching and learning, and took the chance to undertake training in P4C (Philosophy for Children) at my school when it arose. My interest piqued, I was keen to investigate further the potential for P4C to enhance the teaching and learning of IB Diploma subjects. Though convinced of the potential, my fledgling attempts to bring it into the classroom, alongside colleagues’ reservations, indicated that there were challenges to its incorporation.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.
I interviewed a range of eight staff involved in educational delivery at my campus, hand-writing notes and giving interviewees the chance to verify them. Emergent themes were then identified, helping to form the structure for discussion. Respondents considered the principal gains to centre around improved thinking skills, creativity and criticality, enhanced student ownership and empowerment, more personalised learning, internalised motivation, a holistic approach facilitating cross-curricular links, and improved connection-making helping to deepen learning. Potential pitfalls, however, included over-prioritisation of subjectivity, intangible, long-term results, the epistemological challenge of socio-constructivism, dominant students, time constraints, and a need for both student and teacher training.
15.
McCamlie, Danny
The Myanmar Teacher’s Experience Journal Article
In: Lessons From Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 1-13, 2020.
@article{McCamlie2020,
title = {The Myanmar Teacher’s Experience},
author = {Danny McCamlie},
editor = {Sabine Little},
url = {https://www.lessonsfromglobalclassrooms.org/wp-content/uploads/2020/05/The-Myanmar-Teachers-Experience-Lessons-from-Global-Classrooms.pdf},
year = {2020},
date = {2020-05-29},
urldate = {2020-05-29},
journal = {Lessons From Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {1-13},
abstract = {In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.
