Gerardo Valazza’s Post

✨ Ever wondered what sparks the passion of English language teachers? 🌍✨ We are excited to unravel our research, "Becoming an English Language Teacher Over Lines of Desire: Stories of Lived Experiences," published in The Australian Educational Researcher! 🎉📚 In this study, we explore the affective journeys of 16 immigrant English language teachers over time, revealing how their affect and desire have been central to shaping their professional identities. 💖✨ We delve into the nuanced interaction between volition, aspirations, and systemic challenges, showcasing how these educators navigate the intersection of their lived experiences and the discourses of becoming English language teachers post-migration. ✈️ Our findings highlight the importance of recognizing and valuing the diverse Englishes, cultures, and knowledge that immigrant teachers bring to the classroom. 🌈🙌 We advocate for a comprehensive understanding of their values, ethics, and beliefs—it's time to fully recognize the rich tapestry they contribute to education! This research isn’t just about career choices; it’s a call to action for better teacher recruitment and retention strategies that embrace the primacy of affect in these processes. Let’s address the critical teacher shortages by valuing the unique perspectives and desires of our immigrant educators! 💼🎓 📖 Open Access – Check it out here: https://lnkd.in/gJfTUAJa! 💬✨ #BecomingAnEnglishTeacher #AffectAndDesire #ImmigrantTeachers #DiverseVoices #EducationResearch #TeacherRecruitment #HybridProfessionalBecoming

We’d like to share our recent publication in Asia Pacific Journal of Education (SSCI-listed; IF 1.9). This article explores LAL of English teachers at the secondary level. In addition to addressing in-service and pre-service teachers, the article fills an empirical gap by highlighting the role of ‘cram-school teachers’ (or teachers from learning centres, enrichment schools, after-school institutions). These institutions particularly in Asia, with their primary raison d'être being to help students achieve high scores, significantly impact high-stakes testing. While their approach may not deepen understanding of content, their exam-preparation approach contributes to high scores. The study concludes by suggesting future LAL investigations in wider English teaching contexts. 📝Open access: Chang, D. Y.-S.*, Lin, M. H., & Lee, J.-Y. (2024). Exploring Language Assessment Literacy and Needs of English teachers at senior high school level. Asia Pacific Journal of Education. Advance Online Publication. https://lnkd.in/gwyXnsrN.

As part of this Newday report, I discuss the socio-economic challenges of Long Island English learners. https://lnkd.in/e-3v2qrf

# Factors Affecting the Lack of English Language Proficiency of the G.C.E O/L Students in Northern Province# Special thanks to Lincoln University College and Provincial Department of Education, Northern Province. The document presents a comprehensive study on the factors affecting English language proficiency among G.C.E. O/L students in Northern Province, Sri Lanka. It delves into the significance of English proficiency in today's globalized world and identifies the unique challenges faced by students in this region, including inadequate resources, lack of motivation, and limited language exposure. The study also highlights the disparities in English language education within different zones of the Northern Province and emphasizes the need for targeted interventions. Through a mix of quantitative and qualitative research methods, the study aims to analyze these factors deeply to propose actionable strategies for improving English language education outcomes. It underscores the importance of enhancing teacher training, revising curriculum to be more interactive and communicative, and ensuring equitable access to resources and opportunities for language practice. The document calls for a collaborative effort among policymakers, educators, and the community to address the root causes of the lack of proficiency and to empower students with the necessary skills for academic and professional success in a global context. https://lnkd.in/gyrA_Bpd

Got the Proof: What a pleasure and honour it was to share on what makes my research-heart beat and skip a beat. Micro-teaching: Identifying factors influencing English additional language pre-service teachers’ English instruction Abstract [partial] Many South African teachers are required to be able to competently and confidently use English as a tool for learning interaction with their learners and as a medium of instruction. This paper explores how micro-teaching can be used to identify factors that influence the abilities of English additional language pre-service teachers to use English to teach. Data generated from the three instruments supported the identification of factors that influence participants’ abilities to teach in English. Learner interaction emerged as the main theme of the data analysis. Three categories under the main theme were identified as factors that influenced teaching in English among participants. The first category was learner engagement and response times to questions. The second category was learners’ facial and body expressions, and the third was the verbal feedback learners provided during lessons. Several additional factors were also identified and discussed which demonstrated that micro-teaching can be effectively used as a tool to identify factors relating to English learning interactions and instruction Submitted this paper for publication, patiently waiting for feedback. 🤞🏾

Challenges of teaching English in Cambodia Cambodia needs to improve its English language education system, as English is the official and business language of ASEAN and is essential for young people to succeed. A research paper published by the Cambodian Education Forum (CEF) has found that a lack of funding, resources, and training for teachers are the main challenges to improving English education in Cambodia. The study, which interviewed English teachers from four public high schools in Kandal province, Cambodia, found that teachers are often underpaid and overworked, which leads to a lack of commitment to teaching quality. Additionally, many teachers do not have adeq... #EducationCambodia #Cambodia #InternationalSchools #SchoolsCambodia #PhnomPenh

I find myself somewhat saddened to see so many amazing people leaving the field of teaching. There isn't stigma from me towards these people and I wouldn't wish to change their current aspirations nor steer them back towards teaching. Rather, I just wanted to provide a contrast where there is a vast shortage of native English language teachers in certain countries like China where English is a second language. I have to point out that China has retained its traditional Conservative values, therefore there may be an element of racial preference towards Caucasians in certain parts of the country. In Yunnan they are more preferential, but they don't tend to discriminate on a large scale and there are native English speakers of different races teaching here; in maths and also English. There are of course other countries more open with no preferences to race, religion nor culture. So, whatever your cultural or ethic background don't be discouraged from pursuing teaching in other countries based on the small minds of a tiny minority. There are always many more places you can try and succeed, whether online or in person, whichever works best for you.

When are we going to insist on good-quality language education for children? 👨🏫 This is a test that I have just seen, done by a student of mine, made and later corrected by her school English teacher. 👩🏫 The observant among us will notice the first option in the box, 'AT SKATE', which then appears later as the correct answer to Question 2. The problem? That expression doesn't exist. ❌ It doesn't mean anything. ❌ It's not English. ❌ The correct way to say this would be AT STAKE (EN PELIGRO / RIESGO). A spelling mistake in the answer box could be forgiven, of course. But the teacher has later written it herself IN THE ANSWERS. We expect students to pass their university entrance exams, on which I also often notice mistakes. However, we give them a sub-standard, punitive, and completely grammar-focused curriculum that the teachers themselves are allowed to devise. Resulting in ridiculous errors like this. 😡 For any of my connections who learned English at school and then tried again as an adult, I take my hat off to you. You had a really difficult journey. 🤕

What is meant by EAL (English as an Additional Language)or being bilingual or multilingual. Had a great conversation today with Christina Leontiou and eager to discuss and explore further. ‘A pupil’s first language is defined as any language other than English that a child was exposed to during early development and continues to be exposed to in the home or community.’ ‘If a child was exposed to more than one language (which may include English) during early development, a language other than English should be recorded, irrespective of the child’s proficiency in English.’ (DfE, Schools Census, 2019) 'Bilingualism encompasses a range of proficiency and contexts. A young child entering school may be called bilingual but it may be that she uses her first or home language for domestic and familial purposes and that English is her preferred language for communication outside the home. Or she may be largely monolingual in her first language only when she starts school.' Interesting subject ready to explore more

I have been working with teachers across the country for the past year, implementing our organization's English communication improvement program. I was aware of the need for such a program in the school, however, the number was surprising. Teachers in English medium schools, both in low and middle-income schools cannot make children communicate in the language and I tried to deep-dive into the cases. 1. Linguistic Diversity: Research by the National Center for Education Statistics highlights that low-income and rural schools often serve diverse student populations with various primary languages. This linguistic diversity can create challenges for teachers, especially if they haven't received comprehensive training in English as a Second Language (ESL) instruction. 2. Limited Resources: According to a recent report from the Education Trust, schools in low-income and rural areas often struggle with limited resources, including funding for professional development programs. This lack of resources can hinder teachers' ability to enhance their English language skills or access specialized training. 3. Isolation and Access: Anecdotal evidence suggests that teachers in rural areas may experience professional isolation, making engaging in language-focused professional development opportunities challenging. Limited access to online resources or workshops focused on language proficiency can further exacerbate this issue. 4. Cultural Barriers: Cultural factors can also affect English fluency among teachers in low-income schools. For instance, teachers from non-English-speaking backgrounds may face cultural barriers that impact their confidence in using English effectively, particularly in academic settings. 5. Policy and Support: The Brookings Institution's analysis indicates that policy frameworks often overlook the specific needs of educators in low-income and rural schools regarding language proficiency support. Lack of targeted policies and support systems can impede efforts to address English fluency gaps among teachers. As we strive for educational equity, we must recognize and address these challenges. Collaborative efforts involving policymakers, education stakeholders, and communities are essential to providing teachers in low-income and rural areas with the necessary resources, training, and support to enhance their English fluency and, ultimately, improve student outcomes. #EducationEquity #LanguageProficiency #RuralEducation #TeacherDevelopment #FLN