Lamb, MV and Wedell, M (2015) Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 19 (2). 207 - 224 (17). ISSN 1362-1688
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | (c) 2015, Sage. This is an author produced version of a paper published in Language Teaching Research. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Context; Culture; Inspiring teaching; Language teaching; Motivation; Motivational strategies; School |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 25 Mar 2015 10:40 |
Last Modified: | 21 Apr 2015 06:30 |
Published Version: | http://dx.doi.org/10.1177/1362168814541716 |
Status: | Published |
Publisher: | Sage |
Identification Number: | 10.1177/1362168814541716 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:83837 |