2023
Chaléat, Justine
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 32-72, 2023.
Abstract | Links | BibTeX | Tags: Collaboration, EAL Learning, Teaching, Vocabulary
@article{nokey,
title = {How Collaboration between the EAL Teacher and the Homeroom Teachers Helps EAL Students in their Development of Vocabulary and Comprehension Skills},
author = {Justine Chaléat},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/Justines-article_Lesson-for-Global-Classroom_GFL2.pdf},
year = {2023},
date = {2023-02-03},
urldate = {2023-02-03},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {32-72},
abstract = {This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments. },
keywords = {Collaboration, EAL Learning, Teaching, Vocabulary},
pubstate = {published},
tppubtype = {article}
}
This study offers a new perspective on EAL research. In this very large field of research, a terrain
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.
remains to be explored in more depth. The specificity of EAL research within the particular
context of international schools is open to new findings. As international schools are organised
very differently from one another, it allows for qualitative research to dress a portrait of teaching
EAL students in this particular environment. Can similarities or differences with research among
mono-lingual schools be observed in this different context?
This research paper would like to help open the door to this alternative part of EAL studies. It
offers its readers an open window into one particular international school in Sweden and how
this school organises EAL support thorough collaborative teaching. Designed to collect teachers
and students’ attitudes and belief towards this particular collaboration, this paper will attempt
to compare these findings to general EAL research, and qualify the mainstream research to more
peculiar school environments.
Miltiadou, Stephanie
How can the Behaviour of Students Improve through Effective Classroom Management Methods? Journal Article
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 17-31, 2023.
Abstract | Links | BibTeX | Tags: Behaviour, Classroom Management, Teaching
@article{nokey,
title = { How can the Behaviour of Students Improve through Effective Classroom Management Methods?},
author = {Stephanie Miltiadou},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_StephM-_Effective-Class-Mgt-Methods3.pdf},
year = {2023},
date = {2023-02-02},
urldate = {2023-02-03},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {17-31},
abstract = {‘Overwhelmed’ was what I felt when I received the announcement that I would be going
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort. },
keywords = {Behaviour, Classroom Management, Teaching},
pubstate = {published},
tppubtype = {article}
}
‘Overwhelmed’ was what I felt when I received the announcement that I would be going
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort.
through my iPGCE, changing Key Stage and teaching Year 3 students. As a member of staff of
an international, academically selective, private primary school, transitioning to teaching a
year group I had never taught before caused me huge stress. For over a decade I developed
my background in early years education and what I feared the most was the behaviour of 8-
and 9-year olds. Unfortunately, I did experience great difficulty in effectively managing the
behaviour of my class. Nonetheless, I soon resolved there was one thing I could do: ask for
help. The research presented below responds to the challenge and explores the teaching
approaches I applied in class which have helped me gain control of my class and thereby to
better manage the behaviour of what started as a difficult cohort.
Wright, Benjamin
How Can Young English Language Learners (ELLs) Be Supported to Engage with Inquiry‐Based Learning? Journal Article
In: Lessons from Global Classrooms, vol. 2023, iss. 1, no. 1, pp. 1-16, 2023.
Abstract | Links | BibTeX | Tags: English language learning, inquiry-based learning, Teaching
@article{nokeyh,
title = {How Can Young English Language Learners (ELLs) Be Supported to Engage with Inquiry‐Based Learning?},
author = {Benjamin Wright},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/LD_Benjamin-Wright_ArticleGlobal-Classrooms_GAFedits.pdf},
year = {2023},
date = {2023-02-01},
urldate = {2023-02-02},
journal = {Lessons from Global Classrooms},
volume = {2023},
number = {1},
issue = {1},
pages = {1-16},
abstract = {There is a large body of literature that focusses on inquiry‐based learning, along with the
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.},
keywords = {English language learning, inquiry-based learning, Teaching},
pubstate = {published},
tppubtype = {article}
}
There is a large body of literature that focusses on inquiry‐based learning, along with the
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.
difficulties that arise from both a teaching and learning perspective on supporting young
English Language Learners (ELLs) to engage with this approach as fully as possible. However,
there is currently limited research available on what this situation looks like through the lens
of international schools based in China. This qualitative research project looks at the views
and perspectives of three early years teachers at an inquiry‐based focussed international
school in China through semi‐structured interviews. Questions were based on findings from
the literature and personal observations and focussed on the issues teachers faced and
potential solutions to these problems. The results of this research portray the complicated
nature of the topic, and suggested there are a number of issues, as well as solutions from
both a teaching and learning perspective that may be implemented according to a specific
context.
2022
Chen, Jizi
Investigating the Effects of English-only Learning in Chinese Education Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 58-72, 2022.
Abstract | Links | BibTeX | Tags: China, English-only Learning, Teaching
@article{nokey,
title = {Investigating the Effects of English-only Learning in Chinese Education},
author = {Jizi Chen},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_Jizi-Chen_Effects-of-Eng-only-learn-in-Chinese-Education-1.pdf},
year = {2022},
date = {2022-12-31},
urldate = {2022-12-31},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {58-72},
abstract = {Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included. },
keywords = {China, English-only Learning, Teaching},
pubstate = {published},
tppubtype = {article}
}
Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
Washington, Victoria
In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 40-57, 2022.
Abstract | Links | BibTeX | Tags: language, learner-centered, Teaching
@article{nokeyf,
title = {In what ways does the Integrated Input-Output Framework for Task Based Language Teaching (TBLT) affect Teacher and Learner Confidence? },
author = {Victoria Washington},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_Vic.Wash_New-ESL-TBLT-Method-Article-1-1.pdf},
year = {2022},
date = {2022-12-30},
urldate = {2022-12-30},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {40-57},
abstract = {Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence. },
keywords = {language, learner-centered, Teaching},
pubstate = {published},
tppubtype = {article}
}
Task Based Language Teaching (TBLT) is an established, high motivational English as a Second
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
Language (ESL) teaching methodology, but one which has been criticised for a lack of teacher
input, particularly on vocabulary and grammar. This research paper aims to trial a new
Integrated Input Output TBLT framework and to assess its impact on teacher and learner
confidence. Using a mixed-methods practitioner-led methodology, this study focuses on a
small sample of young ESL learners in Spain (12 in total) to compare the pure TBLT method
with the new integrated version. The findings were encouraging both in terms of language
acquisition and regarding teacher and learner confidence.
Tonini, Andrea
From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 15-39, 2022.
Abstract | Links | BibTeX | Tags: Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam
@article{nokey,
title = {From Teacher-centred to Learner-centred: Exploring the Viability of a Pedagogical Shift at a Bilingual School in Vietnam},
author = {Andrea Tonini},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2022/11/From-Teacher-centred-to-Learner-centred-Andrea-Tonini-3.pdf},
year = {2022},
date = {2022-11-02},
urldate = {2022-11-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {15-39},
abstract = {This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.},
keywords = {Asia, bilingual, learner-centered, learner-centred, Teaching, Vietnam},
pubstate = {published},
tppubtype = {article}
}
This research paper explores the viability of teacher-centred and learner-centred pedagogical approaches within the context of a bilingual school in Vietnam. Through open-ended responses, nine teachers who work in the institution provide insights about their own pedagogical strategies and share their personal views on the way English as a Foreign Language (EFL) is taught in Vietnam, highlighting potential shortcomings that are linked back to the literature. The findings show that the participants do not feel constrained by the principles of distinct pedagogical methodologies. Depending on students’ needs, teachers are able to assess whether a more teacher-centred or learner-centred approach proves to be more effective in different phases of their lesson. On the other hand, the analysis of cultural values shows that a strong teaching-to-the-test belief is an important factor that refrains public school instructors to adopt a more communicative, student-centred pedagogy. It is then concluded that changes in the modes of EFL assessment in Vietnam – such as a bottom- up approach over a top-down one - are needed.
2020
McCamlie, Danny
The Myanmar Teacher’s Experience Journal Article
In: Lessons From Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 1-13, 2020.
Abstract | Links | BibTeX | Tags: Asia, CPD, Myanmar, Teaching
@article{McCamlie2020,
title = {The Myanmar Teacher’s Experience},
author = {Danny McCamlie},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/05/The-Myanmar-Teachers-Experience-Lessons-from-Global-Classrooms.pdf},
year = {2020},
date = {2020-05-29},
urldate = {2020-05-29},
journal = {Lessons From Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {1-13},
abstract = {In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.},
keywords = {Asia, CPD, Myanmar, Teaching},
pubstate = {published},
tppubtype = {article}
}
In 2016 the Ministry of Education (MOE) for Myanmar introduced the National Education Strategic Plan (NESP) (MOE, 2016), which identified 9 key areas to be addressed. The Ministry of Education states that ‘teachers have been placed at the centre of the NESP goal’ (MOE, 2016 p.11). This echoes, perhaps unintentionally, the work of John Hattie (Hattie, 2008), which consistently points to the key role of the teacher. Recruitment, training and on-going professional development are all areas specifically outlined in the National Education Strategic Plan. This research outlines the experiences of two Myanmar nationals who work in the education system of Myanmar,with a focus on the participants’ motivations to join the teaching profession in their home country, their training histories and how they perceive the reforms currently underway. Their experiences and opinions are presented and discussed through a case study format, highlighting the inflexibility of the previous system and the perceived flaw of the system to prepare pupils for the changing world.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.
To reference: McCamlie, D. (2020) The Myanmar Teacher’s Experience. Lessons from Global Classrooms, Vol. 1, pp. 1-13.