Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552755
Title: Investigating English as a foreign language (EFL) teacher knowledge bases
Author: Kepol, Napisah
ISNI:       0000 0003 7027 3234
Awarding Body: Oxford University
Current Institution: University of Oxford
Date of Award: 2011
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Abstract:
This thesis presents the results of an investigation into the nature of the knowledge bases of five experienced exemplary teachers of English as a Foreign Language (EFL) in four private language schools in Britain. The purpose of this qualitative descriptive study was to explore and understand the practical everyday classroom knowledge of these teachers through an analysis of the various types of knowledge that they drew upon when teaching. Researchers investigating English for speakers of other languages (ESOL) teacher knowledge have revealed different types of knowledge that ESOL teachers possess and have pointed out the interactive nature of this knowledge. Some researchers have begun to unravel the finer elements of this knowledge and its interwoven nature but to a limited extent so far. This research was aimed at being instrumental in improving understanding and developing the conceptualization of ESOL teacher knowledge by not only providing information about the finer elements of the teachers' knowledge but also providing it within a new contextual perspective which is ESOL teacher knowledge in British private language schools. The main questions guiding this study focused on what constituted the knowledge bases of these teachers and the nature of their relational complexity. The study was carried out using an instrumental multiple-case study methodology in which interviews and classroom observations were the main methods of data collection. The analysis of the five cases produced a detailed taxonomy of the participating teachers' knowledge bases and revealed the relational complexity of the various types of knowledge. The findings have led to a better understanding of ESOL teacher knowledge where it has been revealed to be much richer and more complex than so far has been presented in the literature.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.552755  DOI: Not available
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