Educational: Modern (non-native or second) languages: Language learning

Book SynopsisResisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.Table of ContentsPreface Acknowledgements Note on the Author 1 Introduction  Historical Overview  Definitions of Terms  Background of the Study  The Need to Understand Changes in EFL Teaching  The Purpose and the Significance of the Study  Research Question  Summary 2 Literature Review  Introduction  Grammatical/Grammar-Based Approach  Communicative Approach  Cognitive Approach  Summary of the Three Teaching Approaches  Process of Democratization of Education in Poland  The Use of Technology in Instruction  Student-Centered Instruction  Teaching and Learning in an Authentic Environment  Summary 3 Methods  Introduction  Purpose of the Study  Research Design  Description of the Participants  Instrumentation  Research Procedure  Data Collection  Data Analysis  Validity of the Study  Summary 4 Findings  Introduction  The Site of the Study  Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations  Portrait of Each of the Participants  Portrait of Participant One: Anna  Portrait of Participant Two: Barbara  Portrait of Participant Three: Helena  Portrait of Participant Four: Lidia  Portrait of Participant Five: Maria  Analysis of the Profiles  Five Common Themes of the Five Participants  Summary 5 Discussion  Introduction  Review of Methodology  Contextualization of the Research  Summary of Findings  Limitations of the Study  Suggestions for the Future Research  Journey as a Researcher  Summary  Conclusion References

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Book SynopsisResisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.Table of ContentsPreface Acknowledgements Note on the Author 1 Introduction  Historical Overview  Definitions of Terms  Background of the Study  The Need to Understand Changes in EFL Teaching  The Purpose and the Significance of the Study  Research Question  Summary 2 Literature Review  Introduction  Grammatical/Grammar-Based Approach  Communicative Approach  Cognitive Approach  Summary of the Three Teaching Approaches  Process of Democratization of Education in Poland  The Use of Technology in Instruction  Student-Centered Instruction  Teaching and Learning in an Authentic Environment  Summary 3 Methods  Introduction  Purpose of the Study  Research Design  Description of the Participants  Instrumentation  Research Procedure  Data Collection  Data Analysis  Validity of the Study  Summary 4 Findings  Introduction  The Site of the Study  Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations  Portrait of Each of the Participants  Portrait of Participant One: Anna  Portrait of Participant Two: Barbara  Portrait of Participant Three: Helena  Portrait of Participant Four: Lidia  Portrait of Participant Five: Maria  Analysis of the Profiles  Five Common Themes of the Five Participants  Summary 5 Discussion  Introduction  Review of Methodology  Contextualization of the Research  Summary of Findings  Limitations of the Study  Suggestions for the Future Research  Journey as a Researcher  Summary  Conclusion References

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