English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice

Autor/inn/en	Rahmati, Teymour; Sadeghi, Karim; Ghaderi, Farah
Titel	English as a Foreign Language Teacher Immunity: An Integrated Reflective Practice
Quelle	In: Iranian Journal of Language Teaching Research, 7 (2019) 3, S.91-107 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Public Schools; High School Teachers; Parent Aspiration; Low Income; Self Esteem; Negative Attitudes; Language Attitudes; Educational Facilities; Teacher Attitudes; Foreign Countries; Student Motivation; Coping; Teacher Student Relationship; Reflective Teaching; Social Influences; Cultural Influences; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Public school; Öffentliche Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Elternwille; Niedriglohn; Self-esteem; Selbstaufmerksamkeit; Negative Fixierung; Sprachverhalten; Bildungsstätte; Lehrerverhalten; Ausland; Schulische Motivation; Bewältigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Einfluss; Cultural influence; Kultureinfluss
Abstract	The present study explored the development of language teacher immunity among Iranian in-service English as a Foreign/Second Language (EFL) teachers (N=15) working at public high schools. Drawing on semi-structured interview data, the study found that low self-confidence, students' demotivation, low income, limited facilities, lack of enough time to teach English, parental expectations, and negative attitudes toward English were the main triggers of language teacher immunity among the participants. Reflecting on those disturbances, the participants employed certain coping strategies such as prior preparation, establishing a good rapport with learners, and exercising agency in providing required facilities and negotiating objectives with learners' parents. The strategies adopted by the participants revealed that reflective practice should be an integrated undertaking involving reflection on personal, sociocultural, and educational factors rather than being limited to practice per se. The study introduced "imposed maladaptive immunity" as a transitional stage from exercising agency to setting into a state of complete indifference due to lack of support from macro-level educational policy makers. Finally, the study implied that language teacher education programs should raise EFL teachers' awareness of the developmental stages of language teacher immunity as an integrated reflective practice. (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://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01