Arabic-Speaking Teachers' Interpretation of Academic Literacy in English From Their Perspective as Language Learners

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-6 - Teaching in a Global Context

Abstract

This study investigates the ways in which Arabic-speaking teachers of English interpret academic literacy through their personal narratives as former English learners. Data analysis revolved around eliciting teachers' epistemological beliefs about knowledge and knowing by looking into teacher-learners interactions that took place around literacy events. Findings show that teachers experienced foregrounding performative linguistic competence over the generation of new knowledge, an essential element in academic literacy. Findings also show that teachers experienced foregrounding language as a product over language use as a process, with content being backgrounded as a means to an end rather than an end in itself. These findings shed light on misalignments between teachers' epistemology and that underling the curriculum and carry implications for teacher educators' work.

Authors

• Roseanne Kheir Farraj, Max Stern Yezre'el Valley College, Israel

• Lily Orland-Barak, University of Haifa