Teachers' beliefs and professional development - Language and power - language policy and planning - Literacy and social justice - Curriculum theory - English Language Teaching

Cet article présente les résultats d'une étude sur la manière dont les enseignants de français conceptualisent les contenus didactiques en fonction des interactions en classe. La représentation qu'ont les enseignants de leur gestion des interactions a été rapportée au moyen de protocoles verbaux concomitants à une tâche de planification et au moyen de protocoles rétrospectifs immédiats. Pour répondre aux réactions des élèves, le fonctionnement fréquemment adopté par l'enseignant semble «improvisationnel». La planification de l'enseignement est fondée sur des connexions conceptuelles. Elle relie les contenus les uns aux autres selon une appréciation des besoins potentiels des apprenants.
Sur le plan cognitif, la planification est la résultante d'une accommodation entre
des éléments didactiques organisateurs et les apports potentiellement désorganisateurs
du contexte d'interaction. Ces résultats descriptifs corroborent ceux qui ont été obtenus
dans d'autres disciplines et acquièrent de ce fait une certaine généralisabilité.

In this article, we introduce the special issue Language Weaponization in Society and Education. We begin the manuscript with a preface, sharing an event that transpired during the dissemination of the Call for Proposals. We then situate the special issue in the literature by providing a brief overview of the term language weaponization and by providing a clear definition to frame the special issue. We end the article by introducing all the articles in the special issue.

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

يتناول البحث الحديث عن رائد التخطيط اللغوي وتعريب التعليم في اللغة العربية، وهو أمير المؤمنين  عمر بن الخطاب رضي الله تعالى عنه، من خلال جمع القرآن الكريم في كتاب واحد، وتعريب التعليم عندما أرسل المعلمين إلى البصرة والكوفة لتعليم الموالي اللغة العربية.
This study attempted to investigate and unveil the linguistic planning among the Arabs in old times by reading available modern literature and references, and comparing them to what was written by Arab scholars in classical literary. The aim of the research was to see the beginning of linguistic planning among the Arabs, the implied topics in their books and scientific values. The result of the research showed the linguistic planning known by the Arabs before the advent of Islam, Quraish known political organization mentioned in the Koran, the codification of the Koran during the Prophet's (peace be upon him) era, the order of Abu Bakr to Omar bin al-Khattab on arabization of education to other Arabic speakers, Omar bin Abdul ' Aziz's effort in codifying the Sunnah, and the innovation of Khalil ibn Ahmad Faraaheedi in prosody, and Qomoha and Benoit's ways in correcting linguistic errors.

This study investigates teachers' awareness of federal and state immigration policy and how it impacts their attitudes toward undocumented students using an explanatory mixed-methods design in a focal state in the New Latino South, i.e., South Carolina. Data were collected in 2016-2018 during the height of post-Trump anti-immigrant rhetoric and a flurry of xeno-phobic initiatives. The article shares descriptive survey data results (n = 101) that reveal an insignificant correlation between teachers' awareness and attitudes but illustrate an alarming lack of awareness of policies related to immigration and a range of attitudes regarding these policies. Qualitative interviews showcase more deeply teachers' attitudes about immi-grants/immigration policy. The paper argues for increasing teacher awareness in the form of sociopolitical knowledge of policy contexts and a nuanced conceptualization of teacher empathy. The significance of this study is that to date there has not been a large-scale study that examines teachers' awareness of federal and state immigration policy and how that awareness shapes attitudes toward undocumented students specifically, yielding practical knowledge for teacher preparation programs and professional development. Implications suggest that teachers who lack sociopolitical awareness are more likely to believe in false or inaccurate narratives about immigrants, which negatively impacts undocumented students.

What are teachers thinking about their planning. - The paper presents findings in cognitive psychology on teachers'
planning. This new field in descriptive research proves didactic models of formation to be inadequate in regard to
classroom practices. Teachers function thanks to the intériorisation of previous plans into routines. They currently filter
new knowledge through reception structures which proceed to the didactic transposition of informations. Cognitive
plans generated by this inner frame organize routines interactivally with the field and allow improvisation to be
produced, which means adaptation of didactic structures to the ever moving reality of classroom practice. Further
models of formation should take into account field realities to structure flexible didactic frames involving interactional
adaptation.

AWEJ Volume.5 Number.2, 2014   
                                                                                                                                                            Pp.153 -166
                                                                                                                                                                                                                     




Exploring Female Teachers' Perceptions towards Teacher Observation: Issues and Challenges in the Arab Context

Nadia Shukri
English Language Institute
King Abdul Aziz University, Saudi Arabia


Abstract
The present study investigated EFL teachers’ perceptions towards class observations and their challenges. Teachers’ observation was clearly recognized by educational researchers' views such as Sheal (1999) and Lawson (2011), who argue that observations can provide beneficial feedback to teachers, and can generally improve the overall effectiveness of the teaching/learning process. So, the purpose of the study is to identify teachers’ point of views about class observations, the challenges that they face and the suggestions they advise to improve. More specifically, this investigation was carried out in an attempt to promote both professional of teacher development.  Eighty teachers were selected randomly from all women's campuses of the English Language Institute of an Arab university. The instrument used to collect data was a questionnaire based on two parts. The first part comprises 5 point Likert-scale items and the second part includes open ended questions. Data analysis was presented in terms of frequency, percentage, and interpretations of the open-ended questions.  Findings revealed that teachers agree and strongly agree with the fundamental role of class observation as a way to learning and gradual improvement in teaching. The participants also highlighted the importance of observers’ pre and post observations mainly their positive feedback in motivating them to improve the teaching practices. Besides, the majority of teachers viewed that class observation is not the only form of professional development but they are in need of training and workshops.

Keywords: Teachers’ observation, professional and teacher developmen

Individuals have their own culture and social structure. They are accustomed to the norms and practices of that social structure. But the advent of new elements brings notable changes in their particular social pattern. These changes have impact on individual's personalities, thinking, and behavior; and the society takes a new look with distinguished characteristics. Ben Jonson, in Volpone, presents a group of diverse characters who seemed to be the representatives of the rising period of protocapitalist economic order. These characters are distinguished by what and how fraudulently they speak to others to boost money and wealth. They are in rivalry against each other, and mostly engaged in the acquirement of material goods over goodwill and moral obligation. Among others Volpone and Mosca are the leading representatives who constantly entice the different entrepreneurial potential to avariciously drive for money, and to finally shatter their hopes. The two mastermind plotters creatively shroud their true sort in entwining linguistic artifice merely to trick the wealth-maniac people by making themselves unsuspected and credible. The difference between right and wrong evaporates from society, and the principles and morality have been at stake. Such society depicted in the play gives a new mode of principles, morality, and good conduct. The attitudes to morality have been under consideration in the analysis.

Το παρόν κείμενο αφορά τους αρχικούς προβληματισμούς στο σχεδιασμό μιας
συμμετοχικής-έρευνας δράσης στο πλαίσιο του μαθήματος της Νεοελληνικής Γλώσσας.
Οι μεταβαλλόμενες κοινωνίες του 21ου αιώνα και οι νέες τεχνολογίες έχουν
διαμορφώσει ένα πολύπλοκο, πολυπολιτισμικό και πολυσημειωτικό περιβάλλον. Από
την άλλη πλευρά το συντηρητικό ελληνικό σχολείο με τις γραφειοκρατικές συντηρητικές
δομές και τους ηγεμονικούς ρόλους που αναπαράγει στην σχολική αίθουσα δημιουργεί
εμπόδια στη συμμετοχή των μαθητών. Κεντρικό ερώτημα της έρευνας είναι εάν η
εμπλοκή των μαθητών σε συμμετοχική έρευνα δράση στο μάθημα της Νεοελληνικής
Γλώσσας θα βοηθήσει στον εντοπισμό των παραγόντων που ενισχύουν ή/και
δυσχεραίνουν τη συμμετοχή των μαθητών.Σε ένα πρώτο επίπεδο παρουσιάζονται οι
απαιτήσεις του 21ουαιώνα αναφορικά με τη διδασκαλία της μητρικής γλώσσας και το
ερευνητικό ερώτημα, όπως διαμορφώνεται από τις μεταβαλλόμενες κοινωνίες του 21ου
αιώνα. Στο θεωρητικό πλαίσιο αναφέρονται οι συνδέσεις ανάμεσα στις σύγχρονες
μεταδομιστικές γλωσσολογικές προσεγγίσεις στη διδακτική της γλώσσας και στο
θεωρητικό υπόβαθρο της συμμετοχικής έρευνας δράσης. Σε ένα δεύτερο επίπεδο
παρουσιάζονται το πλαίσιο της έρευνας, το προπαρασκευαστικό στάδιο και ο
αναστοχασμός. Στον αναστοχασμό αναπτύσσονται ζητήματα που τίθενται σε μια
συμμετοχική έρευνα δράση όπως ο βαθμός συμμετοχής των μαθητών, το πρόβλημα της
ισχύος και ο ρόλος του διευκολυντή.

Palavras-chave: formadores de professores de línguas; metassíntese; crenças; emoções 1. Introdução A Linguística Aplicada (doravante LA) tem como um de seus objetivos desenvolver trabalhos que tratem do ensino-aprendizagem de línguas. Segundo Barcelos (2004, p.126) "o interesse por crenças surgiu de uma mudança dentro da LA-mudança de uma visão de línguas com o enfoque na linguagem [...] para um enfoque no processo". Desse modo, os aprendizes passaram a ser entendidos "como pessoas completas, com dimensões comportamentais, cognitivas, afetivas, sociais, experienciais, estratégicas e políticas" (LARSEN-FREEMAN, 1998, p. 207). Nesse sentido, as pesquisas voltaram-se para as crenças dos professores pré-serviço e em serviço, bem como a influência das crenças para o ensino-aprendizagem de línguas. Os trabalhos realizados por Fernandes (2005), Barcelos (2007a), Silva (2011), Santos e Lima (2011) indicam que os professores também possuem crenças e que essas são levadas para sua atuação (mesmo de forma inconsciente), misturando-se com suas experiências prévias como aprendizes e suas experiências como professores. Os estudos sobre emoções no ensino-aprendizagem de línguas estrangeiras é mais recente e tem se tornado crescente o interesse da LA internacional pelo tema (ARAGÃO, 2008). No Brasil, as pesquisas sobre emoções no ensino-aprendizagem de língua estrangeiras encontram-se em expansão e ainda são pouco investigadas. Dentre os(as) pesquisadores(as) brasileiros(as) que se dedicam ao tema, destaco os trabalhos de Aragão). Quanto às emoções, os trabalhos são ainda mais escassos. Há necessidade de mais trabalhos na área de línguas que envolvam aprendizes e professores, bem como os professores formadores. Aliar os estudos das crenças com os estudos das emoções é relevante para que os estudos possam ter um panorama mais abrangente, uma vez que as emoções e crenças são inter-relacionadas (ARAGÃO, 2011; BARCELOS, 2015). Ademais, Barcelos (2015) afirma que o fator afetivo tem recebido pouca atenção nas pesquisas sobre aprendizado de línguas e que há necessidade de se estudar as relações entre crenças e emoções. Como defendido por Barcelos e Ruohotie-Lythy (2018, p. 119) é preciso que as pesquisas tratem crenças e emoções para que possamos ter um panorama mais amplo sobre o ensino/aprendizagem de línguas, uma vez que "crenças e emoções interagem entre si e influenciam as ações e decisões dos professores de forma complexa". Os trabalhos sobre crenças e emoções de professores formadores também justificam-se em função da relevância dos papeis desempenhados por esses professores. Os

As an initial part of a new SSHRC-funded 4-year study, this review utilizes an extensive literature search of the Anglophone literature related to plurilingualism in order to summarize the empirical work that has focused to date on related concrete classroom treatment options. We note that the previous trends within this literature bear many similarities to the notion of plurilingualism, especially in terms of the problematization of decontextualized and standardized orientations towards language. Even though there are important caveats to be considered, we argue that plurilingualism is not simply a matter of “old wine in new bottles” and that the notion offers valuable conceptual insights. At the same time, we acknowledge that teachers have a right to be suspicious of the latest fashions within second language education and criticize the attitude that practitioners should automatically adhere to the recommendations proposed by theorists. Real curriculum innovation depends on understanding the nature of teaching practice and decision-making and argue that much depends on working collaboratively with teachers to see what works concretely in the classroom. The study related to this review is aimed to do precisely that.

RESUMO: O multiculturalismo é um movimento que promove a cultura de um determinado grupo, tornando-a reconhecida em um país igualando-a às outras e pode oferecer uma solução, porque o multiculturalismo pode gerar aceitação de grupos dominados em um país. O multiculturalismo também pode estimular uma convivência melhor entre diferentes grupos sociais em um país. Esta convivência melhor é muito importante hoje em dia já que a crítica conservadora, que atualmente está ganhando força, considera o multiculturalismo uma ameaça para os valores da família e a cultura nacional. Por conseguinte, os conservadores defendem o uso de ‘obras consagradas’ a serem usadas na sala de aula. Logo, a discussão sobre multiculturalismo na educação brasileira é de grande importância. O Brasil é um país de uma diversidade cultural impressionante; é uma mistura de culturas, tradições e religiões. Resumindo, o Brasil é um país multicultural por natureza. Apesar deste fato, ainda existe uma barreira contra o multiculturalismo na educação, a saber, há professores, alunos e o governo que defendem que as escolas devem ensinar a  ‘cultura culta’. Assim, a influência de outras culturas e línguas, como a dos povos indígenas e afro-descentes, que marcaram a cultura brasileira tão quanto as outras culturas, é subestimada. Felizmente, hoje em dia, professores, alunos e o governo começaram a entender a importância do reconhecimento do multiculturalismo no Brasil. Por esse motivo, esta pesquisa tem como objetivo descrever como o multiculturalismo é implantado e quais são as dificuldades encontradas para se implantar o multiculturalismo nas escolas. Neste estudo são também relatadas as dificuldades dos professores para se preparar com o objetivo de ensinar o multiculturalismo nas aulas. Outro ponto de discussão consiste em as dificuldades encontradas para ensinar e como multiculturalismo pode melhorar o ensino do inglês. Por último, seguem-se as considerações finais deste estudo com sugestões para fortalecer o uso do multiculturalismo na educação.
Palavras-Chave: Educação; Currículo Escolar; Multiculturalismo; Professores de Inglês

Abstract: Multiculturalism is a movement that promotes the culture of certain groups, making them recognized and equal in a country and can offer a solution, because multiculturalism can promote the acceptance of dominated groups. Multiculturalism can also encourage better coexistence between different social groups. This is very important today as conservative criticism, which is currently gaining strength, considers multiculturalism a threat to family values and national culture. Conservatives therefore advocate the use of 'consecrated works' to be used in the classroom. Therefore, the discussion regarding multiculturalism in Brazilian education is of importance. Brazil is a country of impressive cultural diversity; it is a mixture of cultures, traditions and religions. In short, Brazil is a multicultural country by nature. Despite this fact, there is still a barrier against multiculturalism in education, namely, some teachers, students and the government defend that schools should teach 'high culture’. Thus, the influence of other cultures and languages, such as that of indigenous peoples and Afro-descendants, which has marked the Brazilian culture as much as other cultures, is underestimated. Fortunately, nowadays, teachers, students and the government have begun to understand the importance of recognizing multiculturalism in Brazil. For this reason, this research aims to describe how multiculturalism is implemented and the difficulties encountered in implementing multiculturalism in schools. This study also reports the difficulties of teachers to prepare themselves in order to teach multiculturalism in the classroom. Another point of discussion is the difficulties encountered in teaching and how multiculturalism can improve the teaching of English. Finally, conclusion of this study offers suggestions to strengthen the use of multiculturalism in education.
Keywords: Education; Multiculturalism. School Curriculum. English Teachers