Description
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 Studentsf 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
