PhD Thesis by Handoyo Puji Widodo
Books by Handoyo Puji Widodo
Situating Moral and Cultural Values in ELT Materials
This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultura... more This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultural values, which are more locally-grounded in respective Southeast Asia (SEA) countries. It features critical studies on locally-produced ELT materials (textbooks) situated in the following SEA countries: Timor-Leste, The Philippines, Singapore, Malaysia, Cambodia, Vietnam, Indonesia, and Thailand. The chapters, written by experts who know the ELT context of their respective SEA country, critically examine the design and use of ELT materials widely used in local and national contexts. Thus, the volume provides fresh insight into how values are uniquely manifested in language classroom materials. The present text also brings together empirical, conceptual and practical grounds for incorporating moral and cultural values into ELT materials development in such a way that it views morality and culture as a mutually complementing entity. This much-needed volume will be a valuable resource for those interested in the design and use of language materials in culturally and linguistically diverse contexts, such as in the Asia Pacific, America, Africa, and Europe.
The teaching of English in the Asian context is always challenging and dynamic because both teach... more The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds. Equally important, where English is not widely used outside the classroom, English language classrooms are an authentic site of learner engagement. For these reasons, for all those concerned with contemporary English language teaching (ELT) in Asia, Asian English Language Classrooms: Where Theory and Practice Meet, provides an account of theoretical orientations and practices in the teaching of English to multilingual speakers whose primary language is not English. While covering the fundamental ELT areas (e.g., the teaching of language skills, educational literature, the use of technology in ELT, the role of pragmatics in ELT, social psychology of the language classroom, and language classroom management) with which every language teacher and teacher trainer must be concerned, this volume showcases how particular orientations shape ELT practices. We believe that practicing English teachers must have a heightened awareness of the theory behind their practice. At the same time, the theoretical stance must be firmly anchored in actual classrooms. Containing newly commissioned chapters written by well-regarded and emerging scholars, this book will appeal not only to beginning teachers or teachers in training but also to established teachers around Asia where English is used as a lingua franca. If you are a student teacher of English or an English teacher who would like to see what other progressive teachers like you are doing across Asia, this is the book you have been looking for.
Poems and Short Stories: Authentic Resources for English Language Learning, a collection of poems... more Poems and Short Stories: Authentic Resources for English Language Learning, a collection of poems and stories written by Asian teachers, continues the work of the Asian English Language Teachers’ Creative Writing Group in existence since 2003. The current text accentuates the creation of poems and stories based on lived experience. In other words, both are means of expressing and negotiating our own life narratives or stories. Through poems and stories, students can voice their own life narratives in a relaxed way in which cognition, imagination, dialog, and experience interweave each other. To this end, the current volume attempts to demonstrate practical ways to create poems and short stories based on day-to-day encounters. We argue that both poems and short stories recognize the subjective experience of the individual; therefore, they are authentic or real-life resources for learning another language, such as English.
“Moving TESOL beyond the Comfort Zone: Exploring Criticality in TESOL” presents fourteen essays e... more “Moving TESOL beyond the Comfort Zone: Exploring Criticality in TESOL” presents fourteen essays encompassing a wide range of topics of TESOL research and pedagogy from a multitude of perspectives: critical language pedagogy, critical academic literacy, language and technology, EIL/ELF, and multilingualism. The current volume attempts to address different perspectives that inform English language pedagogies situated in different socio-institutional domains. More crucially, it emphasizes how TESOL research and pedagogy interweave each other. The edited collection also showcases scholarly work and innovative pedagogy around the world and attempts to raise our awareness of what it means to work with multilingual students who are members of increasingly multilingual communities. Thus, the volume can definitely be a guide for teachers, teacher trainers/teacher educators, and researchers in the area of TESOL who are passionate about ‘experimenting’ with different theory and nuanced pedagogy.
Creative Writing: Poems and Short Stories for English Language Learning, a collection of poems an... more Creative Writing: Poems and Short Stories for English Language Learning, a collection of poems and stories written by Asian teachers, continues the work of the Creative Writing Group in existence since 2003. The goal of the group is to produce original stories and poems, which would appeal to secondary school students in the Asia region. Writing these poems and stories is geared to offer accessible texts to the students because of their local themes and subject matter. The current text also attempts to meet a need for using poems and short stories for learning English as an additional language (EAL) in that both poetry and fiction remain an underused resource among students. Yet, they are of paramount importance, inasmuch as they act as a catalyst for a deeper appreciation of emotion and because of the way they are expressed vividly through words and through the rhythms and cadences of the language.
There have been numerous debates and discussions on the use of ICT in education, especially in En... more There have been numerous debates and discussions on the use of ICT in education, especially in English language teaching and learning. In this book, readers will find it meaningful to further revisit and re-evaluate the existing practices of ICT use for teaching-learning of English. The main aims of this book are addressing some of the critical issues in the research and practices of ICT use for English language teaching and learning in South East Asia (SEA), and discerning the wide range and extent of ICT use in different English language classrooms, where ICT serves as a mediating tool for the facilitation process of teaching and learning. These aims are guided, and then supported by the pedagogical considerations and implications that are underscored as a result of the examination of ICT use and integration in the contexts. This publication would be among the first in terms of examining ICT and English language teaching and learning in the overall SEA context, whereby there are opportunities for readers to learn from different contexts and different countries.
Writing for Ourselves: Poems and Short Stories for Young Learners of English, a collection of poe... more Writing for Ourselves: Poems and Short Stories for Young Learners of English, a collection of poems and stories written by Asian teachers, continues the work of the Creative Writing Group in existence since 2003. The aim of the group is to encourage writing in English to produce interesting materials which can then be used with students. The group holds a workshop annually in a different Asian country. So far, eleven workshops have been held in Thailand, Malaysia, Vietnam, China, Nepal, and Indonesia. The current collection is the result of a workshop held in Jember, Indonesia in 2011. In addition to the poems and stories, the book contains sections introducing ideas for developing this kind of work to teachers in the region. There are also suggestions for organising a writing field trip with students, and for the publishing of student writing. The current collection is of special interest to teachers and teacher trainers in the field of Teaching English as a Foreign Language (TEFL).
Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, givi... more Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language classroom. Written by established and emerging scholars, this edited volume covers current key issues in teaching, including four macro language skills like listening, speaking, reading and writing; three micro language skills such as pronunciation, vocabulary and grammar, as well as English through content areas and technology—CALL. This is a valuable resource book for language teachers, language materials developers, pre-service language teachers, and language teacher educators who would like to explore and creatively craft their own teaching practices to help language learners become competent users of the target language.
"This much-needed volume offers focused approaches and frameworks of designing or developing Engl... more "This much-needed volume offers focused approaches and frameworks of designing or developing English materials in both EFL and ESL contexts. Informed by current empirical, theoretical, and practical grounds, the text treats key issues in English language teaching (ELT) materials design or development and sample ELT materials in which the justifications for such materials design or development are also discussed. Through the sample teaching materials included in the text, the readers can see underlying principles or frameworks of how those materials are designed or developed. In other words, this volume is a user-friendly guide to materials design or development for language teachers/practitioners in that theoretical or empirical considerations are balanced with practical materials.
Thus, The LINCOM Guide to Materials Design in ELT is a valuable collection not only for language teachers/practitioners, but also for language materials writers and developers, graduate students majoring in TESOL, pre-service teachers, and teacher educators and trainers who teach or engage in ELT materials design or development on secondary school, college, and university levels.
Contents: The Consumer-Designer Frame-works for Materials Writing (David Hall) - The Student-Situational Analyses for Adapting English Materials (Winnie Cheng) - Materials for Adult Learners of English (Ruth Epstein) - Literature in the CLT Classroom: Materials Design (Andrzej Cirocki) - Materials Development for Young Learners (Helen Emery) - Developing Materials for Content-Based Instruction (Michele de Courcy) - Materials for the ELT Classroom in the Post-Anglophone Period (Andy Kirkpatrick) - Learning Autonomy in the EFL Classroom through SAL Materials Development (Sugeng Ariyanto) - Developing Corpus Oriented English Materials (John Spiri) - Materials Design Task-Based English Adult Language Learning (Jonathan Newton) - The Use of Visual Aids in ELT Materials (Adriadi Novawan) - Culture and English Materials (Jane Orton) - ESP Materials Design in Action (Handoyo Puji Widodo, Ririn Pusporini) - Developing Task Based Materials, Ownership, and Identity Construction (Sharon K. Deckert) - Design Principles in Materials Development (Lilia Savova) - Using E-Portfolio to Engage Pre-Service Teachers in Developing CALL-based Materials (Muhammad Kamarul Kabilan, Mahbub Ahsan Khan). "
Grounded in postmodern perspectives on teaching, this much-needed edited volume offers fascinatin... more Grounded in postmodern perspectives on teaching, this much-needed edited volume offers fascinating insights into observation of teaching. It is divided into five parts. In the first part, the authors provide interesting insights into how they view research on teaching and observation of teaching as a form of professional development and a mandatory reflective practice. In the second part, the authors voice different perspectives on critical self-reflective inquiry. They discuss how reflective practices can lead to self-awareness of their work in the classroom. What follows, each author, in the third part, highlights the idea that observing others’ practices can be a repertoire of exploring alternative pedagogies and ways to (co) and (re)construct what one does as a teacher. In the fourth part, the authors provide readers with a solid understanding of the visible and invisible power issues pervasive in institutional contexts. By conducting post-observation sessions and reflecting on those sessions, teachers, teacher educators, and teacher researchers can begin to unpack the sociocultural and sociopolitical contexts of teaching. In the last part, the authors document critical reflections on collaborative work between teacher educators from two different content areas, teacher educators and classroom teachers working with science education students, and a teacher educator looking to develop an effective, contextualized teacher education program model as a way to foster cultural competence among teacher learners from diverse backgrounds.
Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachers’ classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool.
Section I: Conceptual Framework of Teacher Research
Chapter One: Observing Classroom Lessons for Professional Development
Kathleen M. Bailey, Monterey Institute of International Studies, USA
Chapter Two: Professional Development through Reflective Practice In and FOR Action
Thomas S. C. Farrell, Brock University, Canada
Chapter Three: Learning by doing: The Role of Data Collection in Action Research
Denise E. Murray, Macquarie University, Australia
Chapter Four: Classroom Ethnographies: Doing Teacher Research
Andrez Cirocki, University of Gdansk, Poland
Section II: Exploration of the Self via Critical self-Reflective Inquiry
Chapter Five: When the mirror reflects two faces: Critical self reflection
Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA
Chapter Six: It’s not you, It’s me: A teacher’s reflection of Self-discovery through Delpit’s Culture of Power Theory
Lynnette Mawhinney, The College of New Jersey, USA
Section III: Observation of Teaching: Exploration of the Pedagogies of Others
Chapter Seven: Humanizing Pedagogy and the Personal Essay
Hayat Messekher
John Leonard Reilly
Marlen E. Harrison
Indiana University of Pennsylvania, USA
Chapter Eight: Teachers’ Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course
Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia
John Grant, Indiana University of Pennsylvania
Takako Shimoda, Amagasaki Oda High School, Japan
Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class
Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan
Whitney Tudor Sarver, Indiana University of Pennsylvania, USA
Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment
Chapter Ten: The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey
Alev Ozbilgin, Middle East Technical University, Northern Cyprus, Turkey
Dan J. Tannacito, Indiana University of Pennsylvania, USA
Chapter Eleven: Dialogic Talk in the Post-Observation conference: An investment for reflection
Steve Mann, University of Warwick, UK
Fiona Copland, Aston University, UK
Section V: Promoting Critical Praxis in Teacher Education Programs
Chapter Twelve: Crossing Borders: Interdisciplinary collaboration among teacher education faculty
Margo DelliCarpini
Amanda Gulla
The City University of New York, USA
Chapter Thirteen: Developing Cross-cultural competence through observation and dialogic teacher inquiry
Melinda Martin-Beltran, University of Maryland, College Park, USA
Chapter Fourteen: Building evidence based teacher education through a continuum of classroom-centered reflective practices
Divonna M. Stebick
Carol R. Rinke
Mara M. Fedeles
Lindsey A. Kowalsky
Gettysburg College, USA
Papers by Handoyo Puji Widodo
System, 2018
Anchored in Byram's (1997) intercultural theory, this article makes a case for critical intercult... more Anchored in Byram's (1997) intercultural theory, this article makes a case for critical intercultural awareness, which involves critical understanding, analysis, evaluation, and interpretation of sociocultural realities. Given the importance of intercultural communicative competence (ICC) in English language teaching (ELT), this article reports a classroom-based study investigating the use of digital photograph-mediated intercultural tasks to promote students' critical intercultural awareness in the tertiary ELT context. Sixty six English literature majors volunteered to participate in the study. In this study, data were garnered from students' work artifacts, classroom observations, in-class discussion notes, and field notes. Drawing on qualitative content analysis, findings show that digital photograph-mediated intercultural tasks help the students enhance their critical awareness of cultural realities portrayed in the photographs they navigated online. This study suggests that using both intercultural tasks and digital photographs as culturally-laden learning resources has the potential to promote students' ICC in English language classrooms.
The present ethnographic action research study examines the construction and negotiation of Engli... more The present ethnographic action research study examines the construction and negotiation of English learners’ agency and identity situated in the development of vocational English (VE) materials in which both teachers and students were involved in design processes: planning, enacting, and evaluating. The present study looks
specifically at (1) to what extent teacher-learner driven ESP materials development helps students construct and negotiate their agency and identity and (2) in what ways the students respond to negotiated and participatory learning as the outcome of the school-level ESP materials development project. Findings shed some lights
on students’ agency exercise and identity enactment as the students participated in the development processes. From agency and identity perspectives, ESP materials development is a socially complex, multi-layered, and fluid process, representing students’ interests and roles. The contribution of the present study is to provide
empirical evidence regarding how student capacity and social roles contribute to teacher-student driven ESP materials development. Further ethnographic action research is needed to investigate how both teachers’ and students’ agencies and identities are constructed and negotiated in language curriculum development in general and in language materials development in particular.
While the inclusion of moral education (character education) in English language teaching (ELT) g... more While the inclusion of moral education (character education) in English language teaching (ELT) globally receives considerable attention, evaluating ELT textbooks as a moral/character agent remains under-examined since such textbooks are assumed to be value-free (Gebregeorgis MY. Afr Educ Rev 13:119–140, 2016a; Gray J. Appl Linguist 31:714–733, 2010). Informed by critical systemic functional linguistics (Fairclough N, Discourse and social change. Blackwell Publishing, Malden, 1992; Halliday MAK. Language as social semiotic. Edward Arnold, London, 1978; Kress G, van Leeuwen T. Reading images: the grammar of visual design (2nd edn). New York, Routledge, 2006), I contend that language textbooks should be viewed as sociocultural artifacts that feature particular moral values or character virtues. To fill this need, this critical micro-semiotic discourse study examines in what ways values are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various lexico-grammatical and discursive resources. This critical analysis reveals that visual artifacts and verbal texts with different genres in the textbook represent a myriad of values of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in critical thinking and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a value agent, for instance.
The European Journal of Applied Linguistics and TEFL, 2017
Needs analysis or needs assessment has been a long tradition particularly in English for specific... more Needs analysis or needs assessment has been a long tradition particularly in English for specific purposes (ESP) programs. Despite this, little literature discusses approaches to needs analysis from different perspectives in the context of ESP curriculum development. To fill this need, this article provides a conceptual account of needs analysis in the context of ESP curriculum development. First, it presents a conceptual framing of needs analysis. Enmeshed in this conceptual framing, the article chronicles approaches to needs analysis informed by different theoretical orientations. It moves on to discuss the role of needs analysis in language curriculum development. It is argued that doing needs analysis can be a dynamic way to cater to changing needs of stakeholders.
The TESOL Encyclopedia of English Language Teaching (Wiley & Sons), 2018
The main goals of professional development (PD) are to energize and enhance teacher professional ... more The main goals of professional development (PD) are to energize and enhance teacher professional learning, which is expected to have impact on the quality of educational practices and student learning. In response to this, the present work addresses key issues in needs assessment in PD in the field of TESOL. It begins by landscaping the importance of PD. It moves on to sketch contextualizing needs in PD. The remaining section of the chapter provides a practical guide to needs assessment in PD. This helps teacher educators, teacher trainers, and PD providers to design and enact meaningful and high-quality PD programs.
The Routledge handbook of schools and schooling in Asia, 2017
Although the role of reflection has been well-documented in teacher education, self-reflection wi... more Although the role of reflection has been well-documented in teacher education, self-reflection with the use of video technology remains scantily investigated in the teaching practicum context. To fill this void, this paper reports a phenomenological case study of student teachers’ self-reflection during their practica in an Indonesian context. Informed by interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA), through video-enhanced self-reflection, student teachers reported how such reflection (re)constructed their sense of agency as English teachers, confidence and autonomy, and understanding praxis (where theory and practice meet) in context. The implication of this study is that engaging student teachers in video-mediated self-reflection during their teaching practica allows them to build their dual identities as English teachers and reflective practitioners. The present study calls for more naturalistic studies on how different technological tools can enhance the (re)construction of student teachers’ knowledge, beliefs, and practices in culturally and linguistically diverse schools.
This chapter discusses key principles of the teaching of ESP in general and of English for vocati... more This chapter discusses key principles of the teaching of ESP in general and of English for vocational purposes (EVP) in particular. It presents needs analysis in ESP, English for Vocational Purposes (EVP), and elements of EVP materials. These concepts provide the reader with conceptual foundations of ESP in general and EVP in particular. The chapter moves on to present Vocational English tasks that ESP teachers may adopt or adapt. Thus, the central goal of the chapter is to provide ESP practitioners with both theoretical and practical guides to designing and implementing EVP instruction in the context where English is learned as an additional language.
In Chapter 19, Handoyo Widodo provides a theoretical and practical account of how to teach Englis... more In Chapter 19, Handoyo Widodo provides a theoretical and practical account of how to teach English for Specific Purposes in general and English for Vocational Purposes (EVP) in particular. He presents such key issues as needs analysis in ESP, EVP, elements of EVP materials, and Vocational English tasks that ESP teachers may adopt or adapt.
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PhD Thesis by Handoyo Puji Widodo
Books by Handoyo Puji Widodo
Thus, The LINCOM Guide to Materials Design in ELT is a valuable collection not only for language teachers/practitioners, but also for language materials writers and developers, graduate students majoring in TESOL, pre-service teachers, and teacher educators and trainers who teach or engage in ELT materials design or development on secondary school, college, and university levels.
Contents: The Consumer-Designer Frame-works for Materials Writing (David Hall) - The Student-Situational Analyses for Adapting English Materials (Winnie Cheng) - Materials for Adult Learners of English (Ruth Epstein) - Literature in the CLT Classroom: Materials Design (Andrzej Cirocki) - Materials Development for Young Learners (Helen Emery) - Developing Materials for Content-Based Instruction (Michele de Courcy) - Materials for the ELT Classroom in the Post-Anglophone Period (Andy Kirkpatrick) - Learning Autonomy in the EFL Classroom through SAL Materials Development (Sugeng Ariyanto) - Developing Corpus Oriented English Materials (John Spiri) - Materials Design Task-Based English Adult Language Learning (Jonathan Newton) - The Use of Visual Aids in ELT Materials (Adriadi Novawan) - Culture and English Materials (Jane Orton) - ESP Materials Design in Action (Handoyo Puji Widodo, Ririn Pusporini) - Developing Task Based Materials, Ownership, and Identity Construction (Sharon K. Deckert) - Design Principles in Materials Development (Lilia Savova) - Using E-Portfolio to Engage Pre-Service Teachers in Developing CALL-based Materials (Muhammad Kamarul Kabilan, Mahbub Ahsan Khan). "
Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachers’ classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool.
Section I: Conceptual Framework of Teacher Research
Chapter One: Observing Classroom Lessons for Professional Development
Kathleen M. Bailey, Monterey Institute of International Studies, USA
Chapter Two: Professional Development through Reflective Practice In and FOR Action
Thomas S. C. Farrell, Brock University, Canada
Chapter Three: Learning by doing: The Role of Data Collection in Action Research
Denise E. Murray, Macquarie University, Australia
Chapter Four: Classroom Ethnographies: Doing Teacher Research
Andrez Cirocki, University of Gdansk, Poland
Section II: Exploration of the Self via Critical self-Reflective Inquiry
Chapter Five: When the mirror reflects two faces: Critical self reflection
Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA
Chapter Six: It’s not you, It’s me: A teacher’s reflection of Self-discovery through Delpit’s Culture of Power Theory
Lynnette Mawhinney, The College of New Jersey, USA
Section III: Observation of Teaching: Exploration of the Pedagogies of Others
Chapter Seven: Humanizing Pedagogy and the Personal Essay
Hayat Messekher
John Leonard Reilly
Marlen E. Harrison
Indiana University of Pennsylvania, USA
Chapter Eight: Teachers’ Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course
Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia
John Grant, Indiana University of Pennsylvania
Takako Shimoda, Amagasaki Oda High School, Japan
Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class
Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan
Whitney Tudor Sarver, Indiana University of Pennsylvania, USA
Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment
Chapter Ten: The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey
Alev Ozbilgin, Middle East Technical University, Northern Cyprus, Turkey
Dan J. Tannacito, Indiana University of Pennsylvania, USA
Chapter Eleven: Dialogic Talk in the Post-Observation conference: An investment for reflection
Steve Mann, University of Warwick, UK
Fiona Copland, Aston University, UK
Section V: Promoting Critical Praxis in Teacher Education Programs
Chapter Twelve: Crossing Borders: Interdisciplinary collaboration among teacher education faculty
Margo DelliCarpini
Amanda Gulla
The City University of New York, USA
Chapter Thirteen: Developing Cross-cultural competence through observation and dialogic teacher inquiry
Melinda Martin-Beltran, University of Maryland, College Park, USA
Chapter Fourteen: Building evidence based teacher education through a continuum of classroom-centered reflective practices
Divonna M. Stebick
Carol R. Rinke
Mara M. Fedeles
Lindsey A. Kowalsky
Gettysburg College, USA
Papers by Handoyo Puji Widodo
specifically at (1) to what extent teacher-learner driven ESP materials development helps students construct and negotiate their agency and identity and (2) in what ways the students respond to negotiated and participatory learning as the outcome of the school-level ESP materials development project. Findings shed some lights
on students’ agency exercise and identity enactment as the students participated in the development processes. From agency and identity perspectives, ESP materials development is a socially complex, multi-layered, and fluid process, representing students’ interests and roles. The contribution of the present study is to provide
empirical evidence regarding how student capacity and social roles contribute to teacher-student driven ESP materials development. Further ethnographic action research is needed to investigate how both teachers’ and students’ agencies and identities are constructed and negotiated in language curriculum development in general and in language materials development in particular.
Thus, The LINCOM Guide to Materials Design in ELT is a valuable collection not only for language teachers/practitioners, but also for language materials writers and developers, graduate students majoring in TESOL, pre-service teachers, and teacher educators and trainers who teach or engage in ELT materials design or development on secondary school, college, and university levels.
Contents: The Consumer-Designer Frame-works for Materials Writing (David Hall) - The Student-Situational Analyses for Adapting English Materials (Winnie Cheng) - Materials for Adult Learners of English (Ruth Epstein) - Literature in the CLT Classroom: Materials Design (Andrzej Cirocki) - Materials Development for Young Learners (Helen Emery) - Developing Materials for Content-Based Instruction (Michele de Courcy) - Materials for the ELT Classroom in the Post-Anglophone Period (Andy Kirkpatrick) - Learning Autonomy in the EFL Classroom through SAL Materials Development (Sugeng Ariyanto) - Developing Corpus Oriented English Materials (John Spiri) - Materials Design Task-Based English Adult Language Learning (Jonathan Newton) - The Use of Visual Aids in ELT Materials (Adriadi Novawan) - Culture and English Materials (Jane Orton) - ESP Materials Design in Action (Handoyo Puji Widodo, Ririn Pusporini) - Developing Task Based Materials, Ownership, and Identity Construction (Sharon K. Deckert) - Design Principles in Materials Development (Lilia Savova) - Using E-Portfolio to Engage Pre-Service Teachers in Developing CALL-based Materials (Muhammad Kamarul Kabilan, Mahbub Ahsan Khan). "
Thus, this edition provides readers with a complete picture of reconceptualizing their teaching via engaging in critical reflections, observing other teachers’ classroom practices, and challenging their views on how teaching is intimately connected to the world they live in. Therefore, this edited collection is a useful guide and resource book for pre- and in-service teachers who wish to be involved in observation of teaching as a research and teacher professional development tool.
Section I: Conceptual Framework of Teacher Research
Chapter One: Observing Classroom Lessons for Professional Development
Kathleen M. Bailey, Monterey Institute of International Studies, USA
Chapter Two: Professional Development through Reflective Practice In and FOR Action
Thomas S. C. Farrell, Brock University, Canada
Chapter Three: Learning by doing: The Role of Data Collection in Action Research
Denise E. Murray, Macquarie University, Australia
Chapter Four: Classroom Ethnographies: Doing Teacher Research
Andrez Cirocki, University of Gdansk, Poland
Section II: Exploration of the Self via Critical self-Reflective Inquiry
Chapter Five: When the mirror reflects two faces: Critical self reflection
Pisarn Bee Chamcharatsri, Indiana University of Pennsylvania, USA
Chapter Six: It’s not you, It’s me: A teacher’s reflection of Self-discovery through Delpit’s Culture of Power Theory
Lynnette Mawhinney, The College of New Jersey, USA
Section III: Observation of Teaching: Exploration of the Pedagogies of Others
Chapter Seven: Humanizing Pedagogy and the Personal Essay
Hayat Messekher
John Leonard Reilly
Marlen E. Harrison
Indiana University of Pennsylvania, USA
Chapter Eight: Teachers’ Identity in Practice: A study of a NNES Instructor of an Undergraduate research writing course
Nawwaf Alhazmi, Yanbu Industrial College, Saudia Arabia
John Grant, Indiana University of Pennsylvania
Takako Shimoda, Amagasaki Oda High School, Japan
Chapter Nine: Magic in ESL: An observation of student motivation in an ESL class
Chikako Hara, Szuka Municipal Hiratano Junior High School, Japan
Whitney Tudor Sarver, Indiana University of Pennsylvania, USA
Section IV: Lessons Learned from Post-Observation Discussions: Forms of (Dis)empowerment
Chapter Ten: The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey
Alev Ozbilgin, Middle East Technical University, Northern Cyprus, Turkey
Dan J. Tannacito, Indiana University of Pennsylvania, USA
Chapter Eleven: Dialogic Talk in the Post-Observation conference: An investment for reflection
Steve Mann, University of Warwick, UK
Fiona Copland, Aston University, UK
Section V: Promoting Critical Praxis in Teacher Education Programs
Chapter Twelve: Crossing Borders: Interdisciplinary collaboration among teacher education faculty
Margo DelliCarpini
Amanda Gulla
The City University of New York, USA
Chapter Thirteen: Developing Cross-cultural competence through observation and dialogic teacher inquiry
Melinda Martin-Beltran, University of Maryland, College Park, USA
Chapter Fourteen: Building evidence based teacher education through a continuum of classroom-centered reflective practices
Divonna M. Stebick
Carol R. Rinke
Mara M. Fedeles
Lindsey A. Kowalsky
Gettysburg College, USA
specifically at (1) to what extent teacher-learner driven ESP materials development helps students construct and negotiate their agency and identity and (2) in what ways the students respond to negotiated and participatory learning as the outcome of the school-level ESP materials development project. Findings shed some lights
on students’ agency exercise and identity enactment as the students participated in the development processes. From agency and identity perspectives, ESP materials development is a socially complex, multi-layered, and fluid process, representing students’ interests and roles. The contribution of the present study is to provide
empirical evidence regarding how student capacity and social roles contribute to teacher-student driven ESP materials development. Further ethnographic action research is needed to investigate how both teachers’ and students’ agencies and identities are constructed and negotiated in language curriculum development in general and in language materials development in particular.
The research focused on a newly emerging genre of storytelling: digital stories. Pupils were introduced to different types of story and technological tools they could use to present and share their own digital stories
in the actual classroom, and (6) implications for EAL listening pedagogy in Asia and beyond. The overall contribution of the article is to build on a pedagogical framework for incorporating sociopragmatic dimensions into EAL listening pedagogy.
Needless to say, Indonesian students unfamiliar with this task are socio-cognitively and psychologically burdened by the task. For this reason, this article highlights five key issues in academic writing that faculty members need to incorporate into their academic writing program whose goal is to help students write scholarly articles. These key issues include (1) critical thinking, (2) authorial voice—self voice and expert voice, (3) plagiarism, (4) linguistic resources, and (5) feedback—role of a critical peer or partner.