Situated Practice in CLIL: Voices from Colombian Teachers

1 Whose Reform ? – Teachers ’ Voices from

This paper explores school reforms as a moral voice, which speaks in a different language in each context. We used the comprehensive school reform in Finland as an example and asked how teachers talk about it. Five discourses were identified: the silence, the irony, the submission, the active resistance and the opportunities. The sixth discourse, ‘the commitment’, was used when teachers talked ...

How to help teachers' voices.

It has been shown that teachers are at high risk of developing occupational dysphonia, and it has been widely accepted that the vocal characteristics of a speaker play an important role in determining the reactions of listeners. The functions of breathing, breathing movement, breathing tonus, voice vibrations and articulation tonus are transmitted to the listener. So we may conclude that listen...

Affordances and limitations of technology: Voices from EFL teachers and learners

With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL programs and technologies employed to find their affordances and limitations. The present study was an attempt ...

Pointing as Situated Practice

Motivational Practice in High-Schools in Vietnam: EFL Teachers’ Strategies from Student Perspective

Despite abundant research on teachers’ motivational strategies worldwide, scant attention has been paid to this in Vietnam. Thus, the current study aimed to investigate the high school EFL teachers’ use of motivational strategies reported by students and their attitudes towards these motivational strategies. The participants consisted of 416 students taught by 30 EFL teachers from ten high scho...