By the same authors

A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms

Research output: Contribution to journalArticle

Standard

A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms. / Rajab, Taha.

In: International Journal of Society, Culture & Language, Vol. 3, No. 2, 08.2015, p. 97 -114.

Research output: Contribution to journalArticle

Harvard

Rajab, T 2015, 'A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms', International Journal of Society, Culture & Language, vol. 3, no. 2, pp. 97 -114.

APA

Rajab, T. (2015). A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms. International Journal of Society, Culture & Language, 3(2), 97 -114.

Vancouver

Rajab T. A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms. International Journal of Society, Culture & Language. 2015 Aug;3(2):97 -114.

Author

Rajab, Taha. / A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms. In: International Journal of Society, Culture & Language. 2015 ; Vol. 3, No. 2. pp. 97 -114.

Bibtex - Download

@article{b2eda949675f4115b8472d64057723bf,
title = "A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms",
abstract = "This paper reports on an exploratory study that explores the instructional patterns within English as Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ instructional practices. Despite this costly innovation, there has been no attempt to check whether it was working. Adopting a socio-cultural perspective on learning, the study looks at teacher-student interaction and the discourse taking place during teacher-fronted whole class talk. To help in the identification of teachers’ training needs, teacher beliefs and classroom practices are investigated using a mixed-methods approach comprising classroom observations and interviews. Detailed discourse analysis revealed a traditional teacher-controlled mode of teaching focusing on mechanical practice rather than meaningful interaction. Students were afforded few opportunities to participate meaningfully in classroom interactions, as teachers controlled the topics of academic learning. The study highlights the need to invest in teachers’ professional development, particularly during the critical phase of curriculum innovation, to promote interactive and dialogic teaching in the Syrian educational system.",
keywords = "Teacher education , Classroom interaction",
author = "Taha Rajab",
year = "2015",
month = "8",
language = "English",
volume = "3",
pages = "97 --114",
journal = "International Journal of Society, Culture & Language",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - A Socio-cultural study of pedagogical practices inside Syrian EFL classrooms

AU - Rajab, Taha

PY - 2015/8

Y1 - 2015/8

N2 - This paper reports on an exploratory study that explores the instructional patterns within English as Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ instructional practices. Despite this costly innovation, there has been no attempt to check whether it was working. Adopting a socio-cultural perspective on learning, the study looks at teacher-student interaction and the discourse taking place during teacher-fronted whole class talk. To help in the identification of teachers’ training needs, teacher beliefs and classroom practices are investigated using a mixed-methods approach comprising classroom observations and interviews. Detailed discourse analysis revealed a traditional teacher-controlled mode of teaching focusing on mechanical practice rather than meaningful interaction. Students were afforded few opportunities to participate meaningfully in classroom interactions, as teachers controlled the topics of academic learning. The study highlights the need to invest in teachers’ professional development, particularly during the critical phase of curriculum innovation, to promote interactive and dialogic teaching in the Syrian educational system.

AB - This paper reports on an exploratory study that explores the instructional patterns within English as Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ instructional practices. Despite this costly innovation, there has been no attempt to check whether it was working. Adopting a socio-cultural perspective on learning, the study looks at teacher-student interaction and the discourse taking place during teacher-fronted whole class talk. To help in the identification of teachers’ training needs, teacher beliefs and classroom practices are investigated using a mixed-methods approach comprising classroom observations and interviews. Detailed discourse analysis revealed a traditional teacher-controlled mode of teaching focusing on mechanical practice rather than meaningful interaction. Students were afforded few opportunities to participate meaningfully in classroom interactions, as teachers controlled the topics of academic learning. The study highlights the need to invest in teachers’ professional development, particularly during the critical phase of curriculum innovation, to promote interactive and dialogic teaching in the Syrian educational system.

KW - Teacher education

KW - Classroom interaction

M3 - Article

VL - 3

SP - 97

EP - 114

JO - International Journal of Society, Culture & Language

T2 - International Journal of Society, Culture & Language

JF - International Journal of Society, Culture & Language

IS - 2

ER -