Cultural Contrasts and Commonalities in Inspiring Language Teaching

Autor/inn/en	Lamb, Martin; Wedell, Martin
Titel	Cultural Contrasts and Commonalities in Inspiring Language Teaching
Quelle	In: Language Teaching Research, 19 (2015) 2, S.207-224 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541716
Schlagwörter	Teaching Methods; Asians; English (Second Language); Second Language Learning; Second Language Instruction; Interviews; Cultural Differences; Cultural Context; Teacher Motivation; Motivation Techniques; Teacher Attitudes; Foreign Countries; Cross Cultural Studies; Teacher Characteristics; Teacher Student Relationship; Comparative Education; Online Surveys; China (Guangzhou); Indonesia (Jakarta) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Kultureller Unterschied; Motivationsförderung; Lehrerverhalten; Ausland; Cultural comparison; Kulturvergleich; Teacher student relationships; Lehrer-Schüler-Beziehung; Vergleichende Erziehungswissenschaft
Abstract	Inspiring teaching is the kind of pedagogy that motivates pupils to study autonomously, in their own time, of their own volition beyond the classroom, and may be particularly important for long-term endeavours such as learning a second language. This study aimed to find out the prevalence and nature of inspiring English language teaching in the state school systems in two Asian contexts, Guangzhou, China and Jakarta, Indonesia, using an open-item survey which asked learners to nominate and describe inspiring teachers they had had in school. Seven of these teachers were then visited in their schools, interviewed and observed teaching in class. The response to the survey (n = 279) indicated that inspiring teaching was probably not common but when it did occur, learners usually recalled that the teacher had a wide range of qualities, though some systematic differences were noted between Chinese and Indonesian respondents. Cultural differences were even more noticeable in the observed lessons, suggesting that the teachers worked hard to ensure their practice was contextually appropriate. All the teachers evinced an intrinsic motivation to teach, indicating that this factor might underlie inspiring pedagogy wherever it takes place. We argue for more research on inspiring teaching to complement that on motivational strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01