Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools
A Study of Their Language Learning Experiences and Perceptions
DOI:
https://doi.org/10.15448/2178-3640.2023.1.44931Keywords:
English as a Second Language (ESL), Pre-service teachers, culturally responsive and inclusive, cultural awareness, language learning experiences, readiness to teachAbstract
This study aimed to assess the readiness of pre-service English teachers in a teacher training program at Fiji National University to teach English as a Second Language (ESL) to Fijian ESL learners. Using a mixed-methods approach, data were collected from twenty-two students enrolled in a compulsory language course during their third year of undergraduate study. These findings underscore the pivotal role of English teachers in maximizing students’ formal schooling and exposure to their native language (L1) to create an engaging learning environment. Additionally, this study found that enhancing pre-service teachers’ cultural awareness improves their readiness to teach English to Fijian ESL students. Central to this study is the recognition of the essential elements necessary in pre-service teacher education programs. This study includes multifaceted support systems, such as emphasizing the significance of comprehensive support in pre-service teacher education programs, including mentorship programs, practical teaching opportunity experiences, feedback mechanisms, platforms for self-reflection and peer reflection opportunities, integration of technology into teaching, and the improvement of effective communication and teaching methodologies. These findings hold substantial promise in informing and potentially guide policy decisions and offer recommendations for the refinement of teacher-training programs and curriculum development in secondary school settings. This study recommends the provision of training and support through professional development seminars geared towards fostering culturally responsive and inclusive classrooms, emphasizing the importance of training and ongoing support for teachers.
Downloads
References
Akinbode, J. O. (2008). Challenges Associated with Teaching and Learning of English Grammar in Nigerian Secondary Schools. African Research Review, 2(2), 120- 127. https://doi.org/10.4314/afrrev.v2i2.41046
Brandt, H., Ehmke, T., Kuhl, P., & Leutner, D. (2023). Pre- -service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching. Language Awareness, 1-24. https://doi.org/10.1080/09658416.2023.2193409
Cahyani, H., de Courcy, M., & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: Exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465-479. https://doi.org/10.1080/13670050.2016.11 89509
Chang, K., Jung, K., & Choi, B. (2008). A study on the curriculum for teaching pre-service secondary English teachers. English Language Teaching, 20(2), 213-241.
Coffin, C., Donohue, J., & North, S. (2013). Exploring English grammar: From formal to functional. Routledge. https://www.google.co.in/books/edition/Exploring_English_Grammar/x-GYIJfbNaYC?hl=en&gbpv=1
Darling-Hammond, L. (2008). Knowledge for teaching: What do we know? In M. Cochran-Smith, S. Feiman- -Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 1316-1323). Routledge.
De Oliveira, L., & Shoffner, M. (Eds.). (2005). Teaching English language arts to English language learners: Preparing pre-service and in-service teachers. Springer.
Dixon, L. Q., Liew, J., Daraghmeh, A., & Smith, D. (2016). Pre‐Service Teacher Attitudes Toward English Language Learners. NABE Journal of Research and Practice, 7(1), 75-105. https://doi.org/10.1080/26390043.2016. 12067805
Elley, W., Cutting, B., Mangubhai, F., & Hugo, C. (1996). Lifting Literacy Levels with Story Books: Evidence from the South Pacific, Singapore, Sri Lanka, and South Africa. Eric. https://eric.ed.gov/?id=ED416441
Fook, C. Y., Sidhu, G. K., Kamar, N., & Aziz, A. (2011). Pre- -service teachers’ training in information communication and technology for the ESL classrooms in Malaysia. Turkish Online Journal of Distance Education, 12(3), 97- 108. https://doi.org/10.17718/tojde.56165
Fu, Y., & Wang, J. (2021). Assessing Mainstream Pre-service Teachers’ Self-Efficacy to Teach English Language Learners. International Journal of Instruction, 14(3), 153- 174. https://doi.org/10.29333/iji.2021.1439a
Gebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher self-development and methodology guide. University of Michigan Press. https://www.google.co.in/books/edition/Teaching_English_as_a_Foreign_Or_Second/HBUgNRvBVFQC?hl=en&-gbpv=1
Hafiz, F. M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42. https://doi.org/10.1016/0346-251X(90)90026-2
Harwell, M. R. (2011). Research design: Qualitative, quantitative, and mixed methods: Pursuing ideas as the keystone of exemplary inquir. In C. Conrad, & R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquir. Sage. https://experts.umn.edu/en/publications/research-design-qualitative-quantitative-and-mixed-methods-pursui
Hasanah, N., & Utami, P. T. (2020). Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View. English Language Teaching Educational Journal, 2, 112. https://doi.org/10.12928/eltej.v2i3.1134
Haswani, F. (2014). The role of technology in EFL classroom. IJEE (Indonesian Journal of English Education), 1(2), 107-118. https://core.ac.uk/download/pdf/295035069.pdf
Huang, X.-H., & Naerssen, M. V. (1987). Learning strategies for oral communication1. Applied Linguistics, 8(3), 287-307. https://doi.org/10.1093/applin/8.3.287
Hubbard, P. (2013). Making a Case for Learner Training in Technology Enhanced Language Learning Environments. CALICO Journal, 30(2), 163-178. https://doi.org/10.11139/cj.30.2.163-178
Johnson, B., & Turner, L. A. (2003). Data collection strategies in mixed methods research. Handbook of Mixed Methods in Social and Behavioral Research, 10(2), 297-319. https://www.google.co.in/books/edition/Handbook_of_Mixed_Methods_in_Social_Beha/F8BFOM8DCKoC?hl=en&gbpv=1
Kawinkoonlasate, P. (2020). Online Language Learning for Thai EFL Learners: An Analysis of Effective Alternative Learning Methods in Response to the Covid-19 Outbreak. English Language Teaching, 13(12), 15-26. https://doi.org/10.5539/elt.v13n12p15
Kessler, G., & Hubbard, P. (2017). Language teacher education and technology. The Handbook of Technology and Second Language Teaching and Learning, 278-292. John Wiley & Sons, Inc. https://doi. org/10.1002/9781118914069.ch19
Kourieos, S. (2014). The Knowledge Base of Primary EFL Teachers – Pre-service and In-service Teachers’ Perceptions. Journal of Language Teaching and Research, 5(2). https://doi.org/10.4304/jltr.5.2.291-300
Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020
Kumayas, T., & Lengkoan, F. (2023). The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer. Journal of English Culture, Language, Literature and Education, 11(1), 98-105. https://doi.org/10.53682/eclue.v11i1.6058
Lai Wah, L., & Hashim, H. (2021). Determining pre-service teachers’ intention of using technology for teaching english as a second language (Esl). Sustainability, 13(14), 7568. https://doi.org/10.3390/su13147568
Larsen, D. (2016). Pre-service Teacher Preparation for L2 Writing: Perspectives of In-service Elementary ESL Teachers. 172-190. Palgrave Macmillan UK. https://doi.org/10.1057/9781137530981_10
Larsen-Freeman, D. (1995). On the teaching and learning of grammar: Challenging the myths. Second Language Acquisition Theory and Pedagogy, 131-150. Routledge. https://www.google.co.in/books/edition/-Second_Language_Acquisition_Theory_and_P/NWBHAQAAQBAJ?hl=en&gbpv=1
Li, G., Hinojosa, D. M., & Wexler, L. J. (n.d.). Beliefs and perceptions about their preparation to teach English language learners: Voices of mainstream pre-service teachers. International Journal of TESOL & Learning, 6.
Lin, A. M. (2008). Code-switching in the classroom: Research paradigms and approaches. Encyclopedia of Language and Education, 10, 273-286. https://doi.org/doi/10.1007/978-3-319-02329-8_34-1
Nawaila, M. B., Kanbul, S., & Alhamroni, R. (2020). Technology and English language teaching and learning: A content analysis. Journal of Learning and Teaching in Digital Age, 5(1), 16-23. https://dergipark.org.tr/en/download/article-file/1175700
Nayasi, K., Qabale, I., Tagimaucia, V., & Chand, S. P. (2022). Readiness to teach for cultural inclusivity and sustainable learning: Views of preservice primary teachers in Fiji. Issues in Educational Research, 32(3), 1020-1044. http://www.iier.org.au/iier32/nayasi.pdf
Ollerhead, S. (2016). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners. Asia-Pacific Journal of Teacher Education, 46(3), 256-266. https://doi.org/10.10 80/1359866x.2016.1246651
Park, M., & Son, J.-B. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 1-15. https://doi.org/10.1080/02188791.2020.1815649
Pazilah, F. N., Hashim, H., & Yunus, M. (2021). Service- -learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences. Arab World English Journal, 12, 377-398. https://doi.org/10.24093/awej/vol12no2.26
Premier, J. A., & Miller, J. (2010). Preparing Pre-service Teachers for Multicultural Classrooms. Australian Journal of Teacher Education, 35(2), 35-48. https://doi.org/10.14221/ajte.2010v35n2.3
Ramírez, P., Gonzales-Galindo, D., & Roy, B. (2016). Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Sustaining Approaches to Learn from Diverse Secondary English Learners. Multicultural Education, 23(2), 245-267. 22-30. https://doi.org/10.1108/s1479-368720150000029020
Rao, P. (2019). The impact of teacher training in english language teaching on the learners’ learning. Journal of English Language and Literature, 6, 68-79. https://doi.org/10.33329/joell.64.19.68
Rind, I. A., & Kadiwal, L. (2016). Analysing institutional influences on teaching–learning practices of English as second language programme in a Pakistani university. Cogent Education, 3(1), 1160606. https://doi.org/10.10 80/2331186X.2016.1160606
Schroeder, A., Hall, M. M., & Kruse, R. C. (2020). Sports Ultrasound Training During a Pandemic. American Journal of Physical Medicine & Rehabilitation, 99(9), 860- 862. https://doi.org/10.1097/phm.0000000000001515
Shih, R.-C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6). https://doi.org/10.14742/ajet.1048
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1, 1-21. https://doi.org/10.1186/s40561-014-0006-3
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(1). https://doi.org/10.1186/s42862-019-0003-z
Yunus, M. M. (2007). Malaysian ESL teachers’ use of ICT in their classrooms: Expectations and realities. ReCALL, 19(1), 79-95. https://doi.org/10.1017/S0958344007000614
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 BELT - Brazilian English Language Teaching Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
