Challenges in Teaching English as a Foreign Language at Schools in Poland and Turkey

Autor/inn/en	Madalinska-Michalak, Joanna; Bavli, Bünyamin
Titel	Challenges in Teaching English as a Foreign Language at Schools in Poland and Turkey
Quelle	In: European Journal of Teacher Education, 41 (2018) 5, S.688-706 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madalinska-Michalak, Joanna) ORCID (Bavli, Bünyamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1531125
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Secondary School Teachers; Cultural Differences; Barriers; Student Motivation; Emotional Response; Inhibition; Secondary School Students; Class Size; Individualized Instruction; Faculty Development; Teaching Conditions; Preservice Teacher Education; Teaching (Occupation); Incentives; Career Choice; Teacher Competencies; Foreign Countries; Poland; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Kultureller Unterschied; Schulische Motivation; Emotionales Verhalten; Hemmung; Sekundarschüler; Klassengröße; Individualisierender Unterricht; Lehrbedingungen; Unterrichtsbedingungen; Lehramtsstudiengang; Lehrerausbildung; Teaching; Lehrberuf; Anreiz; Lehrkunst; Ausland; Polen; Türkei
Abstract	This paper reports on a qualitative case study that investigated the challenges faced by teachers who teach English as a foreign language at secondary schools in Poland and Turkey. A number of shared challenges affecting teachers in both Poland and Turkey were identified, despite the contrast between these educational contexts. These challenges included: students' motivation to learn; students' emotional inhibitions; teaching large classes; differentiation; the need for the quality in-service teachers' professional development; high teaching hours; provision of pre-service teacher education; attractiveness of the profession; and career-path incentives. Importantly, some of these challenges have not been highlighted in the literature to date. Other challenges are more localised, such as in-service professional development focused on developing teachers' competence in English language. The findings suggest that support provided for teachers of English must be flexibly aligned to local educational conditions as well as by evidence based strategies at national level. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01