Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates
DOI:
https://doi.org/10.25079/ukhjss.v3n1y2019.pp14-27Keywords:
TESOL, Teacher Training, Trainee Teacher Mentoring, Professionalisation, Professional Development UAEAbstract
For a variety of reasons, both historical and sociological, the feasibility – as well as the very desirability – of mainstream teaching securing the status of a profession (in the sense of established professions such as law, medicine, architecture, and engineering) has long been questioned (e.g., Burbules and Densmore, 1991). If this is the case as regard regular, mainstream education, what then is the situation in relation to the subfield of teaching that is teaching English as a second or other language (TESOL)? Sadly, few if any would likely doubt that the field has so far failed to achieve the status of a recognized profession. There are numerous causes of this failure, though some especially salient reasons – less than stellar public perceptions of the fields of English as a second language/English as a foreign language, employment standards of the private sector, that is, the (in) famous English language teaching industry, the initial training and qualifications of those in the field, and discriminatory practices – will be highlighted in the following discussion. In addition, the second half of this paper draws and reflects on a trainee teacher mentoring scheme at a federally-sponsored institution of higher education in the United Arab Emirates – now sadly discontinued – which the author participated in for 3 years between 2011 and 2015, and which, it is argued, exemplified programs which can go some not inconsiderable way toward combatting a number of the obstacles currently preventing the field of TESOL achieving the status of a legitimate profession.
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References
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Breshears, S. (2004). Professionalization and exclusion in ESL teaching. TESL Canada Journal, 4, 23-39.
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Clarke, M. (2006). Beyond antagonism? The discursive construction of ‘new’ teachers in the United Arab Emirates. Teaching Education, 17, 225-237.
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Crookes, G. (1997). What influences what and how second and foreign language teachers teach? The Modern Language Journal, 81, 67-79.
Crookes, G., & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8, 15-19.
Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32, 319-328.
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Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31, 451-486.
Dyck, G. (2010). The Oasis: Al Ain Memoirs of ‘Doctora Latifa’. Dubai: Motivate Publishing.
Edge, J. (1996). Cross-cultural paradoxes in a profession of values. TESOL Quarterly, 30, 9-30.
Elbaz, F. (1981). The teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11, 43-71.
Fareh, S. (2010). Challenges of teaching english in the Arab world: Why can’t EFL programs deliver as expected? Procedia Social and Behavioral Sciences, 2, 3600-3604.
Farmer, F. (2006). Accountable professional practice in ELT. ELT Journal, 60, 160-170.
Fellman, J. (1973). Language and national identity: The case of the Middle East. Anthropological Linguistics, 15, 244-249.
Ferguson, G., & Donno, S. (2003). One-month teacher training courses: Time for a change? ELT Journal, 57, 26-33.
Findlow, S. (2005). International networking in the United Arab emirates higher education system: Global-local tensions. Compare, 35, 285-302.
Findlow, S. (2006). Higher education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education, 27, 19-36.
Freeman, D. (1982). Observing teachers: Three approaches to inservice training and development. TESOL Quarterly, 16, 21-28.
Freeman, D. (1996). To take them at their word: Language data in the study of teachers’ knowledge. Harvard Educational Review, 66, 732-761.
Gilboa, A. (1998). Off the Rails in Phnom Penh: Into the Dark Heart of Guns, Girls, and Ganja. Bangkok: Asia Press.
Golembek, P. R. (1998). Astudy of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447-464.
Govardhan, A. K., Nayar, B., & Sheorey, R. (1999). Do U.S. MATESOL programs prepare students to teach abroad? TESOL Quarterly, 33, 114-125.
Green, K. E., & Smith, D. E. (2006). Change and continuity: Childbirth and parenting across three generations of women in the United Arab emirates. Child: Care, Health and Development, 33, 266-274.
Grosse, C. U. (1991). The TESOL methods course. TESOL Quarterly, 25, 29-49.
Hanson, J. (1995). English is as English Does. The Times Higher Education Supplement. p.19.
Harold, B., & McNally, P. (2003). I Want to Teach a New Generation who will Help my Country Develop: The Role of Emirati Student Teachers as Agents of Change. Paper Presented at the British Educational Research Association Annual Conference, HeriotWatt University, Edinburgh (11-13 September 2003). Available
from: http://www.leeds.ac.uk/educol/documents/00003290.htm.
[Last retrieved on 2014 Mar 22].
Hausmann, R., Tyson, L., & Zahida, S. (2011). Global Gender Gap Report. Geneva, Switzerland: World Economic Forum.
Henderson, E. (1988). Arabian Destiny: The Complete Autobiography. Dubai: Motivate Publishing.
Heyneman, S. P. (1997). The quality of education in the Middle East and North Africa (MENA). International Journal of Educational Development, 17, 449-466.
Hinchman, K. A., & Oyler, C. (2000). Us and then: Finding irony in our teaching methods. Journal of Curriculum Studies, 32, 495-508.
Okal, A., & Shaw, K. E. (1999). Managing progress monitoring in United Arab emirate schools. The International Journal of Educational Management, 13, 173-179.
Hole, S. (1998). Teacher as rain dancer. Harvard Educational Review, 68, 413-421.
Hudson, P. (2011). Beef and lamb, chicken and h**: Censorship and vocabulary teaching in Arabia. In: Anderson, A., & Sheehan, R. (Eds). Foundations for the Future: Focus on Vocabulary. AbuDhabi: HCT Press. pp. 125-135.
Hudson, P. (2012). ‘Shababbery’ and ‘banattitude’: Western ELT professionals’ perceptions of the role of gender in english-medium higher educational institutions in the Gulf. Learning and Teaching in Higher Education: Gulf Perspectives, 9, 1-18.
Ibrahim, A. S. (2012). The learning needs of beginning teachers in the United Arab emirates. Journal of Education for Teaching, 38, 539-549.
Ibrahim, A. S. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice english as a second language teachers. Teaching and Teacher Education, 10, 439-452.
Johnston, B. (1997). Do EFL teachers have careers? TESOL Quarterly, 31, 681-712.
Johnston, B. (1999). The expatriate teacher as postmodern paladin. Research in the Teaching of English, 43, 255-280.
Kabel, A. (2009). Native-speakerism, stereotyping and the collusion of applied linguistics. System, 37, 12-22.
Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In: Dörnyei, Z., & Schmidt, R., (Eds). Motivation and Second Language Acquisition (Technical Report #23, pp.213-237). Honolulu: University of Hawai’i.
Kennedy, J. (1993). Meeting the needs of teacher trainees on teaching practice. ELT Journal, 47, 157-165.
Khalaf, S. (2000). Poetics and politics of newly invented traditions in the Gulf: Camel racing in the United Arab emirates. Ethnology, 39, 243-261.
Krane, J. (2010). City of Gold: Dubai and the Dream of Capitalism. New York: Picador.
Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-194.
Lensmire, T. J. (1997). The teacher as Dostoevskian novelist. Research in the Teaching of English, 31, 367-392.
Leung, C., Harris, R., & Rampton, B. (1997). The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31, 543-560.
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Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates. (2019). UKH Journal of Social Sciences, 3(1), 14-27. https://doi.org/10.25079/ukhjss.v3n1y2019.pp14-27
