The Training Needs Analysis of Syrian EFL Secondary School Teachers

Taha Rajab

tr535@york.ac.uk. Department of Educational Studies, The University of York

Background: The last two decades have witnessed a worldwide proliferation of inter-communication pedagogical practices in the field of education. Several studies have showed that the introduction of Communicative Language Teaching (CLT) curriculum in several developing countries is often not preceded by a systematic research-based needs analysis of both teachers and learners. Although such curricula ideally urges teachers to employ inter-communicative approaches, EFL teachers in Syria continue to teach in the grammar-translation approach dominated by: rote learning, recitation, translation, and the transmission of facts through teacher explanation with overwhelming predominance of teacher-fronted explanations and question-answer exchanges. The co-construction of knowledge is a shared responsibility between teachers and learners (Hardman, 2008).

Aim: The research is meant to begin to develop baseline about EFL Syrian secondary teachers: their background and training, their priorities, the problems they face in the classroom and the influence that the new CLT course guidelines have actually had on teaching practice. Also, it will fill a gap in research to date in the Syrian context to investigate how teachers interact with students in English classrooms over time.

It contributes to the world literature on the professional development of language teachers because achieving quality in English teaching necessitates training teachers to use interactive style of teaching.

Methods: A mixed method approach will be taken up. This would involve an array of methods like systematic computerized observation, digitally audio-visual observation, and post-observation interviews with teachers. The participants will be teachers at two Syrian urban schools, one average and one dedicated for the elite students. I will be working with 2 teachers in each school observing 4 lessons of each teacher over 2 or 3 months with the hope of generating a total of 16 observed lessons.

References:

Hardman, F. (2008) The Guided Co-construction of Knowledge. In M. Martin-Jones, A. M. de Mejia and N. H. Hornberger (eds.), Encyclopaedia of Language and Education (3) Discourse and Education, 253-263.

Facilitators and Barriers in Lower-Secondary Schools: Representative Cases in Oaxaca, Mexico

Elia Lorena Lopez

ell500@york.ac.uk. Educational Studies Department, University of York

Background: Lower-Secondary School is the final stage of compulsory education in Mexico, yet statistics indicate that not all eligible children are enrolled in school. Why, in reality, is it not compulsory? What are the factors affecting students’ academic performance at this level of education?

Aim: This study explores (a) what the factors that influence secondary school girls and boys’ failure in this level of education are and, simultaneously, (b) the factors that enhance their academic success and finally, (c) to what extent these factors vary if coming from a socioeconomically advantaged or disadvantaged background.

Methods: Data was collected using a total of 80 semi-structured interviews with high-achievers, under-achievers, dropouts, parents and staff at schools in advantaged and disadvantaged locations.

Based on models similar to those of authors who have looked into this problem (Rumberger 1983, 2001, Ekstrom et al., 1986, Orfield, 2004), interviews took into consideration factors that included family, school, educational policies and geographical location.

Findings: Findings revealed that various factors intertwine in students’ educational outcomes: contrary to what is generally expected, parental socio-economic status (SES) did not seem to be directly proportional to students’ academic performance. It may, however, add additional value in so far as educational resources become more available at home. In addition, parents with a higher SES are more likely to monitor their children’s educational performance.

Due to the fact that homework is a very important part of the Mexican system for basic education, having assistance for homework seems to be a major key element that impacts on students’ attainment in school.

Stability at home and having good communication within the family seems to motivate students to do well in school. Consequently, instability at home triggers students’ disinterest in school. The “It’s in my head all day” effect appears to be one of the main reasons that lead children to disengage from the family nucleus, by getting jobs, joining gangs or by getting married.

School factors also exert a strong influence, particularly the quality of teaching.

Participants thought that not all teachers are able to deliver appropriate teaching, which limits students’ learning processes and educational outcomes. Old classroom methods (corporal punishment, removing a child for being disruptive, etc.) and punitive school policies (not allowing a child in school because of incorrect uniform, ‘unacceptable’ appearance, or if a girl is found to be pregnant) are practices that, if in conjunction with unfavourable conditions at home, reinforce students’ disengagement from their education.

Discussion and conclusions:

Making compulsory education a reality forms part of the internationally agreed goals that emerged from the World Declaration on Education for All, and Lower-Secondary Education for all is not yet a reality in Mexico.

As Rumberger (2003) stated, it is a complex problem for which there is no simple solution. It is imperative that the social and health sciences work together towards the design of strategies that help students to have better educational opportunities.

Teachers and social workers need to develop their skills to offer adequate welfare assistance by either providing better counseling at school or by establishing formal agreements with health institutions that could assist students in the emotional and physical arenas.

Educational policies also need changing to prevent early marriage, teenage pregnancy and drug abuse, yet making sure students are able to remain in school.

Equally imperative is that parents and teachers become more sensitive to their crucial and indistinguishable roles as guardians and educators.

References:

Ekstrom, R.B., Goertz, M.E., Pollack, J.M., and Rock, D.A. (1986). Who drops out of high school and why? Findings from a national study. Teachers College Record, 87, 356-373.

Orfield, G. (2004) Dropouts in America: Confronting the Graduation Rate Crisis. Cambridge (MA): Harvard Education Press.

Rumberger, R. (1983) Dropping out of High School: The Influence of Race, Sex and Family Background. American Educational Research Journal, 20 (2), 199-220.

Rumberger, R. (2001) Why Students Drop Out of School and What Can be Done. Paper prepared for the Conference “Dropouts in America: How Severe is the Problem? What Do We Know about Intervention and Prevention?, Harvard University, January 13, 2001.