Crises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses

Autor/in	Birbirso, Dereje Tadesse
Titel	Crises in EFL Proficiency and Teacher Development in the Context of International Donation and Transformation Discourses
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 2, Artikel 1 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Language Proficiency; Language Teachers; Grounded Theory; Questionnaires; Educational Policy; Work Environment; Foreign Countries; Educational Change; Social Change; Qualitative Research; Participant Observation; Financial Support; Teaching Conditions; Teacher Attitudes; Secondary School Teachers; College Faculty; International Organizations; Workshops; Faculty Development; Ethiopia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Fragebogen; Politics of education; Bildungspolitik; Arbeitsmilieu; Ausland; Bildungsreform; Sozialer Wandel; Qualitative Forschung; Teilnehmende Beobachtung; Finanzielle Förderung; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Fakultät; International organisation; International organisations; International organization; Internationale Organisation; Lernwerkstatt; Schulung; Äthiopien
Abstract	Since 2000, Ethiopia has been working to come out of social crises, modernise itself and achieve the Millennium Development Goals. Although provided with billions of dollars by the West and their international agents, little has been changed and the crises seem never to abate, especially in the educational system. This study, thus, critically analysed a paradox of Ethiopia's educational problems: the crisis in teachers' EFL proficiency, on the one hand, and the discourses of international aids and transformation of her educational system, on the other. The main participants are 25 randomly selected EFL teachers and teacher educators from all corners of the country. Qualitative data were collected through questionnaire and participant observation. Reflective constant-comparative method of data analysis was employed. The results show that the problem of "poor" English proficiency is the effect of poor living and working conditions arising from dictatorial policy-practices spearheaded by agents of the local state and, partly, of the donor states themselves. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10