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Article
Author(s)
GAO Yang, Katherine Batchelor
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DOI:10.17265/1539-8080/2017.09.001
Affiliation(s)
Kent State University, Kent, OH, USA Miami University, Oxford, OH, USA
ABSTRACT
In this comparative self-study, two English teachers, one English as a foreign language (EFL) teacher from China and one English language arts (ELA) teacher in the United States, examined their perceptions of English language learning and instruction. Through a set of documents, i.e., reflective teaching journals, written teaching philosophies, and peer interviews and talks, the narrative study explored and revealed the two teachers’ perceptions of English learning process as a learner, English teaching process as a teacher, and how these experiences informed and affected their doctoral practices. Through their reflections on their examined experiences, the study found that the two teachers both used a theoretical lens of social constructivism to guide their perceptions or beliefs. The paper finally gave suggestions on how to improve English instruction from a sociocultural perspective.
KEYWORDS
English language, learning and teaching, mentorship, self-study
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References
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GAO, Y. (2013a). Incorporating sociocultural theory into second language (L2) reading instruction: A unit plan for EFL learners. US-China Foreign Languages, 11(11), 859-869.
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GAO, Y. (2014a). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40-56.
GAO, Y. (2014b). An autoethnography on language ideologies and English curriculum development. Sino-US English Teaching, 11(4), 553-566.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Kalaja, P., & Barcelos, A. M. F. (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer.
Kitchen, J. (2009). Passages: Improving teacher education through narrative self-study. In D. Tidwell, M. Heston, and L. Fitzgerald (Eds.), Methods for self-study of practice (pp. 35-51). Dordrecht, The Netherlands: Springer.
Kosnik. (2001). The effects of an inquiry-oriented teacher education program on a faculty member: Some critical incidents and my journey. Reflective Practice, 2(1), 65-80.
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Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (2007). International handbook of self-study of teaching and teacher education practices. Springer international handbooks of education, 12. Dordrecht: Springer.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Newbury Park, CA: Sage Publications.
Meirink, J. A., Meijer, P., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
Navarro, D., & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up the messy construct. Review of Educational Research, 62(3), 307-332.
Vygotsky, L. S. (1978). Mind in society: The development of higher psycho- logical processes. Cambridge, MA: Harvard University Press.
Barcelos, A. M. F. (2006). Researching beliefs about SLA: A critical review. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7-33). Dordrecht: Kluwer.
Barcelos, A. M. F., & Kalaja, P. (2003). Introduction to beliefs about SLA revisited. System, 39(3), 281-289.
Borg, M. (2001). Teachers’ beliefs. English Language Teaching Journal, 55, 186-188.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501.
Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of research in teaching (pp. 255-296). New York: Macmillan.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Cole, A. L., Elijah, R., & Knowles, J. G. (Eds.). (1998). The heart of the matter: Teacher educators and teacher education reform. San Francisco: Caddo Gap Press.
Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles, CA: Sage.
Farrell, T. S. C. (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23(2), 77-90.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
GAO, Y. (2013a). Incorporating sociocultural theory into second language (L2) reading instruction: A unit plan for EFL learners. US-China Foreign Languages, 11(11), 859-869.
GAO, Y. (2013b). Investigating foreign language education through the lenses of great minds. English Language Teaching, 6(4), 104-107.
GAO, Y. (2014a). Language teacher beliefs and practices: A historical review. Journal of English as an International Language, 9(2), 40-56.
GAO, Y. (2014b). An autoethnography on language ideologies and English curriculum development. Sino-US English Teaching, 11(4), 553-566.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Kalaja, P., & Barcelos, A. M. F. (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer.
Kitchen, J. (2009). Passages: Improving teacher education through narrative self-study. In D. Tidwell, M. Heston, and L. Fitzgerald (Eds.), Methods for self-study of practice (pp. 35-51). Dordrecht, The Netherlands: Springer.
Kosnik. (2001). The effects of an inquiry-oriented teacher education program on a faculty member: Some critical incidents and my journey. Reflective Practice, 2(1), 65-80.
LaBoskey, V. K. (2007). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices. Springer international handbooks of education, 12. Dordrecht: Springer.
Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford, England: Oxford University Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (2007). International handbook of self-study of teaching and teacher education practices. Springer international handbooks of education, 12. Dordrecht: Springer.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Newbury Park, CA: Sage Publications.
Meirink, J. A., Meijer, P., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
Navarro, D., & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up the messy construct. Review of Educational Research, 62(3), 307-332.
Vygotsky, L. S. (1978). Mind in society: The development of higher psycho- logical processes. Cambridge, MA: Harvard University Press.