The Teacher Is a Facilitator: Reflecting on ESL Teacher Beliefs through Metaphor Analysis

Autor/in	Farrell, Thomas S. C.
Titel	The Teacher Is a Facilitator: Reflecting on ESL Teacher Beliefs through Metaphor Analysis
Quelle	In: Iranian Journal of Language Teaching Research, 4 (2016) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Figurative Language; Language Usage; Teaching Methods; Reflection; Beliefs; Foreign Countries; Social Influences; Student Development; Meetings; Interviews; Group Discussion; Coding; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Ausland; Sozialer Einfluss; Meeting; Tagung; Interviewing; Interviewtechnik; Gruppendiskussion; Codierung; Programmierung; Kanada
Abstract	Metaphors offer a lens through which language teachers express their understanding of their work. Metaphor analysis can be a powerful reflective tool for expressing meanings that underpin ways of thinking about teaching and learning English as a second/foreign language. Through reflecting on their personal teaching metaphors, teachers become more aware of the beliefs that underpin their work. This paper reports the reflections on the prior beliefs of three experienced ESL teachers in Canada through the use of metaphor analysis. The paper attempts to explore the prior beliefs of the three experienced ESL teachers in Canada through metaphor analysis by using the Oxford et al. (1998) framework as a theoretical lens in which to gain understanding of the use and meaning of these metaphors. Results indicated that all three teachers used a total of 94 metaphors throughout the period of the group discussions and interviews, and that the metaphors used most were those related to "learner-centered growth", followed by "social order", then "social reform". (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01