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PROFILING the TEACHER of ENGLISH for UNIVERSIDAD DE PIURA (CAMPUS LIMA) LANGUAGE CENTRE César Klauer-Hidalgo

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PROFILING THE TEACHER OF ENGLISH FOR UNIVERSIDAD DE PIURA (CAMPUS LIMA) LANGUAGE CENTRE César Klauer-Hidalgo Piura, marzo de 2016 FACULTAD DE CIENCIAS DE LA EDUCACIÓN Maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera Klauer, C. (2016). Profiling the teacher of english for Universidad de Piura (Campus Lima) Language Centre. Tesis de Maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. PROFILING THE TEACHER OF ENGLISH FOR UNIVERSIDAD DE PIURA (CAMPUS LIMA) LANGUAGE CENTRE Esta obra está bajo una licencia Creative Commons Atribución- NoComercial-SinDerivadas 2.5 Perú Repositorio institucional PIRHUA – Universidad de Piura CESAR HUMBERTO KLAUER HIDALGO PROFILING THE TEACHER OF ENGLISH FOR UNIVERSIDAD DE PIURA (CAMPUS LIMA) LANGUAGE CENTRE UNIVERSIDAD DE PIURA FACULTAD DE CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN EDUCACIÓN MENCIÓN EN ENSEÑANZA DE INGLÉS COMO LENGUA EXTRANJERA 2016 3 4 APPROVAL The thesis entitled “Profiling the teacher of English for Universidad de Piura (Campus Lima) Language Centre”, presented by César Humberto Klauer Hidalgo, in accordance with the requirements of being awarded the degree of Master in Education with mention in the Teaching of English as a Foreign Language, was approved by the thesis director: Ms. María Esther Linares and defended on ……………………. before a Jury with the following members: ________________ _______________ President Secretary _______________ Informant 5 6 ACKOWLEDGEMENT Much has been said and written about the role of the teacher in an ever changing world, but the voices of children and adolescents are rarely raised or heard. Colin N. Power Assistant Director-General for Education, UNESCO It is interesting to consider what students think about the role of the teacher - about how central his or her position should be in their learning. What do students expect from us? Jeremy Harmer 7 8 DEDICATION Dedicated to those who raise other people´s children every day and only ask for a smile. 9 10 INDEX INTRODUCTION ................................................................................... 1 CHAPTER I: STATEMENT OF PURPOSE ....................................... 5 1.1. Why is a profile necessary? ............................................................. 5 1.2. Problem statement ............................................................................ 7 1.3. Statement of the objectives .............................................................. 7 1.4. Background of the research .............................................................. 8 1.4.1. The Institution: Universidad de Piura – UDEP ...................... 8 1.4.2. UDEP Language Centre ......................................................... 9 1.4.3. The teaching staff ................................................................. 10 CHAPTER II: RESEARCH METHODOLOGY ............................... 11 2.1. Type of research ............................................................................. 11 CHAPTER III: BACKGROUND ........................................................ 13 3.1. Teaching methodologies ................................................................ 13 3.1.1. The Grammar Translation Method ................................................ 14 3.1.2. The Direct Method ........................................................................ 15 3.1.3. The Audiolingual Method ............................................................. 16 3.1.4. “Designer” Methods ...................................................................... 17 3.1.5. The Natural Approach ................................................................... 19 3.1.6. Communicative Language Teaching ............................................. 20 3.1.7. Language teaching today ............................................................... 21 CHAPTER IV: PROFILING TEACHERS ........................................ 25 4.1. A profile of a university professor ................................................. 25 4.2. Profiling the ELT teacher ............................................................... 30 4.2.1. Profiles of English teachers around the world ..................... 32 4.3. Profiles of English teachers in other universities in Lima ............. 39 4.4. The students´ word ......................................................................... 40 11 CHAPTER V: WHAT THE ACTORS OF THE TEACHING/LEARNING PROCESS SAY .........................................43 5.1. A quick survey ............................................................................... 43 5.2. Tables of results ............................................................................. 43 5.3. Results ........................................................................................... 46 CONCLUSIONS ....................................................................................51 1. Introduction ................................................................................... 51 2. The profile .................................................................................... 51 3. Comparison of the profile with UDEP´s requirements ................. 53 1. Training/ development directions suggested by the Profile .......... 55 1.1. Language Command. ........................................................... 55 1.2. Language Pedagogy. ............................................................ 55 1.3. Personal traits. ...................................................................... 56 2. Further teacher training ................................................................. 56 3. Further research paths .................................................................... 57 4. Final words .................................................................................... 58 BIBLIOGRAPHICAL REFERENCES ...............................................59 APPENDICES .....................................................................................63 Appendix 2: Standards For Esl/Efl Teachers Of Adults Framework ... 66 Appendix 3: Email From The Coordinator Of Uch ............................. 68 Appendix 4: Email From The Coordinator Of Pucp ............................ 69 Appendix 5: Email From The Coordinator Of Esan University – Undergraduate Studies .................................................... 70 Appendix 6: Cfer: Common European Framework Of Reference ....... 71 Appendix 7: Sample Surveys From Students ....................................... 72 12 INTRODUCTION Whenever teacher training, teacher education and/or teacher development are dealt with at different levels, the attention is focused on the methodology that the teacher will have to apply in the classroom. Courses, seminars, workshops and congresses are planned with the how and even the what in mind, which results in a neglect for the person who will apply the materials and techniques: the teacher. The only moment the teacher is regarded directly happens when the recruiting process takes place and when the follow up/ evaluation of his/ her performance come to happen. Administrators and directors seem to have a profile of the type of professional they want for their institution and select their staff accordingly. The characteristics that are required are mainly based on what kind of tasks the teacher will have to perform in class, and these are influenced by the method and/ or approach to the teaching-learning of English that the institution favours, which is in most cases, Communicative Language Teaching. This research project is carried out with the intention of trying to shed light on the topic and apply its findings in establishing a profile of the characteristics that a language teacher at the tertiary level of instruction in Peru needs to be competent so that the academic authorities of the Universidad de Piura –Campus Lima, where I work, can take action not only by adapting and/ or applying the profile in their recruiting process but also in the planning of induction, refresher and continuing training of the teachers. 1 The teacher influences the classroom climate and thus has a major impact on the students´ motivation and attitude towards learning. In other words, teachers who possess good pedagogical and professional characteristics would not be enough to foster a positive, learnable, and teachable classroom environment. The factors thought to best facilitate student learning are the ones that are described as being purposeful, task- oriented, relaxed, warm, supportive, and with a sense of order and humor in an integrated sense (Kumaravadivelu, 1992). There are other positive factors that help students to learn positively. These include mutual respect and rapport. They all stem from showing to students that the teacher understands, shares, and values their feelings as individuals. A climate like this one fosters students´ learning and motivation and their attitudes toward the learning process. What is more, research suggests, as we have noticed in our research, that certain personality characteristics influence student evaluations of teachers. From their points of view, teachers who are warm, enthusiastic, and extrovert apparently differentiate effective from ineffective teachers. With this in mind, out of three generally accepted characteristics of teachers, that is: professional, pedagogical, and personal, it is the last one that will illuminate the ways of reaching a better learning atmosphere as well as
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