Resisting English Hegemony

A Study of Five English as a Foreign Language (EFL) High School Teachers

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Resisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.
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Biographical Note

Ewa Barbara Krawczyk, PhD (2016), Literacy Source, is a teacher of English as Second Language to immigrants and refugees at that organization in Seattle. She has published articles and book chapters on bilingual education and TESOL, including 'Comparative Discourse Analysis: Dichotomous Reality from a Polish Immigrant’s Perspective' in P. W. Orelus (Ed.). Language, Race, and Power in Schools: A critical discourse analysis (Routledge, 2016).

Table of contents

Preface
Acknowledgements
Note on the Author

1 Introduction
 Historical Overview
 Definitions of Terms
 Background of the Study
 The Need to Understand Changes in EFL Teaching
 The Purpose and the Significance of the Study
 Research Question
 Summary

2 Literature Review
 Introduction
 Grammatical/Grammar-Based Approach
 Communicative Approach
 Cognitive Approach
 Summary of the Three Teaching Approaches
 Process of Democratization of Education in Poland
 The Use of Technology in Instruction
 Student-Centered Instruction
 Teaching and Learning in an Authentic Environment
 Summary

3 Methods
 Introduction
 Purpose of the Study
 Research Design
 Description of the Participants
 Instrumentation
 Research Procedure
 Data Collection
 Data Analysis
 Validity of the Study
 Summary

4 Findings
 Introduction
 The Site of the Study
 Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations
 Portrait of Each of the Participants
 Portrait of Participant One: Anna
 Portrait of Participant Two: Barbara
 Portrait of Participant Three: Helena
 Portrait of Participant Four: Lidia
 Portrait of Participant Five: Maria
 Analysis of the Profiles
 Five Common Themes of the Five Participants
 Summary

5 Discussion
 Introduction
 Review of Methodology
 Contextualization of the Research
 Summary of Findings
 Limitations of the Study
 Suggestions for the Future Research
 Journey as a Researcher
 Summary
 Conclusion
References

Readership

All interested in EFL, ESL, TESOL, ESOL and bilingual education, especially teachers, educators and researchers having interest in the field of English as a foreign and English as a second language.

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