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| Subject: question 3 | |
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Author: Marília Salgado |
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Date Posted: 13:38:41 08/20/10 Fri Hi everybody, I worked with the first text and Mariana with the third. Take a look and say what you think about... see you 3- How do article writers validate their own thoughts and conclusions? The writers validate their own thoughts and conclusions studying, reading, going to workshops and observing researcher’s works that bring then support and knowledge to produce and empower their own studies and experiences. Through this, they can get their own conclusions based on data collections and consequently they focus on the recurrent issues that need to be improved. The article written by Cheryl Wei-yu Chen and Yuh-show Cheng focus their studies on the spread of English as the global language. Because of this, as they said, “many people from English-speaking countries go to foreign land to work as English teachers.” This article is based on the study conducted by Gingerich (2004). She observed the problems and difficulties that three English teachers from South Africa had in their classes. It is part of a larger study which examines local and foreign English teachers’ collaboration and professional development in intercultural team teaching. To write the article, data were collected via different methods, including interviews, questionnaires, classroom observation, fieldnotes and researcher journal, and document inspection. All the interviews were recorded and transcribed for further analysis. After writers follow all the steps mentioned above, they will analyze the datas and informations and based in actual datas they can reach a good answer to solve problems or at least try to settle them. In this article they noticed the deficiencies related with the teachers and gave solutions to be followed. It was said that for students to gain maximum benefits of intercultural team teaching, the participating foreign teachers need to be better prepared for the challenges they may face in an unfamiliar educational system. Snow (2006) maintains that foreign English teachers should be encouraged to reflect on their teaching regularly so that their teaching is guided by more informed decisions. In the case of the Hsinchu Program (Taiwanese program), this reflection can take many forms, such as engaging in casual conversations about the lesson they taught together with their team-teaching partners the other day, writing a reflective journal and exchange it with their partners, and conducting action research to investigate a certain aspect of team teaching. It is hoped that with better preparation and continued professional development, foreign English teachers can thrive and contribute their teaching expertise to the foreign land. [ Next Thread | Previous Thread | Next Message | Previous Message ] |
| Subject | Author | Date |
| new version (revised) | Luciano Valadares | 14:28:28 08/21/10 Sat |
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