What Knowledge and Competence Do English-as-a-Foreign-Language Teachers Need in the Era of Globalization? A Review

• In Event: Preservice English-as-a-Foreign-Language Teacher Education in Asia: Issues and Perspectives

Abstract

Objectives and perspectives:
With the increasing demand to prepare world citizens with high levels of English proficiency so they can compete in the globalized world, there is an increasing demand on EFL teachers’ competence and performance, especially in Asian countries where teaching grammar and teaching to the test are still popular. The key question is then, what do the new generation of EFL teachers need to know and how should they know it? This paper provides a comprehensive review of literature and offers a theoretical framework on EFL teacher knowledge and competence that will guide the analyses of different EFL teacher education programs across the three countries in Asia.

Methods and data sources:
This paper is based on a review of existing literature on second language and EFL teachers’ knowledge base. Relevant studies concerning second language teachers’ knowledge base was retrieved using different search engines such as Google Scholar, JSTOR, and ERIC using search phases “second language teachers’ knowledge base”, “ESL teachers’ knowledge base”, and “EFL teachers’ knowledge base”. A total of 70 articles and 8 books related to second and foreign language teacher education were selected and included for review. These articles and books were further grouped in different categories including general perspectives on second and foreign language teacher education, teacher pedagogical content knowledge, field experiences, professionalism, and identity and reflection.

Findings:
A review of the literature suggests that in the current global socioeconomic context, EFL teachers must not only possess a high level of English proficiency but an ability to teach in diverse socio-educational contexts using effective language teaching methodologies. As well, teachers must also have the ability to develop their teacher identities and independent professionalism (e.g., teachers’ own views of teaching and the processes by which teachers engage in reflection on their own values, beliefs, and practices) through reflective practices (Freeman, 2002; Freeman & Johnson, 1999; Richards, 2008, 2010). This new knowledge base, with demands in advanced language proficiency, content knowledge in language learning, pedagogical content knowledge in language teaching in context, identity development, and development of independent professionalism, suggests that EFL teacher education programs must move from a transmission-oriented, technicist approach to preparing new teachers to a socio-constructivist approach to teacher learning that emphasizes embedding the learning of disciplinary expertise and practices within social practices and viewing student-teachers as active contributors of their professional learning (Cochran-Smith and Lytle 2001; Hedgecock, 2002; Johnson, 2009). This new framework requires EFL teacher education programs to revise standards, curriculum, and practices to prepare teachers with internationally recognized qualifications.

Significance:

The process of preparing qualified teachers to teach culturally and linguistically diverse students must begin in pre-service preparation, laying the foundation for teachers’ continued development throughout their teaching career. The unpreparedness of the teaching force and the shortage of qualified teachers for teaching English as a foreign language in Asia intensify the urgency to reexamine what teachers need to know to help them better prepared to teach in today’s schools in an increasingly globalized world.

Author

• Guofang Li, Michigan State University