Personal Practical Language Teaching Theories
Armenian English Language Teacher Beliefs and Experiences
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In recent years language teaching models have shiftedto an interpretive perspective that recognizes the value ofteachers'' beliefs and experiences. Little work, however, has been doneon the beliefs and experiences of language teachers beyond the West.This study, based on e-mail and spoken interviews and classroomobservations, examines the beliefs and experiences of six ArmenianEnglish foreign language teachers. It looks at variousinfluences on their beliefs and practices, including their Sovietschooling and pedagogical training; their more recent acquaintancewith Western methods; their persona...
In recent years language teaching models have shifted
to an
interpretive perspective that recognizes the value of
teachers'' beliefs
and experiences. Little work, however, has been done
on the beliefs
and experiences of language teachers beyond the West.
This study,
based on e-mail and spoken interviews and classroom
observations,
examines the beliefs and experiences of six Armenian
English
foreign language teachers. It looks at various
influences on their
beliefs and practices, including their Soviet
schooling and
pedagogical training; their more recent acquaintance
with Western
methods; their personal attitudes towards language,
education, and
society; and the continuing impact of political,
economic, social, and
cultural changes in independent Armenia brought about
by the
demise of the Soviet Union. This book should be of
interest to
language teacher educators and language teachers,
particularly
those interested in the growing spread of the English
language and
Western language teaching practices.
to an
interpretive perspective that recognizes the value of
teachers'' beliefs
and experiences. Little work, however, has been done
on the beliefs
and experiences of language teachers beyond the West.
This study,
based on e-mail and spoken interviews and classroom
observations,
examines the beliefs and experiences of six Armenian
English
foreign language teachers. It looks at various
influences on their
beliefs and practices, including their Soviet
schooling and
pedagogical training; their more recent acquaintance
with Western
methods; their personal attitudes towards language,
education, and
society; and the continuing impact of political,
economic, social, and
cultural changes in independent Armenia brought about
by the
demise of the Soviet Union. This book should be of
interest to
language teacher educators and language teachers,
particularly
those interested in the growing spread of the English
language and
Western language teaching practices.
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