A Retrospective Narrative Study of Pre-Service Teachers' Language Barrier Experiences in International Teaching Practicum
Abstract
The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.
Keywords
Full Text:
PDFReferences
Ateskan, A. 2016. Pre-service teachers’ cultural and teaching experiences abroad. Journal of Education for Teaching. 42(2). 135-148.
Baxter, L.A. and Bullis, C. 1986. Turning points in developing romantic relationships. Human communication research. 12(4). 469–493. doi:10.1111/j.14682958.1986.tb00088.x
Chou, C. M. 2011. Student teachers socialization development by teaching blog: Reflections and socialization strategies. Turkish Online Journal of Educational Technology-TOJET. 10(2). 190 – 201.
Clandinin, D. J., & Connelly, F. M. 2000. Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Cushner, K. 2007. The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly. 34(1). 27–39.
Cushner, K., & Mahon, J. 2002. Overseas student teaching: affecting personal, professional, and global competencies in an age of globalization. Journal of Science Teacher Education. 5(3). 77-86.
Deng, L., & Yuen, H. K. 2011. Towards a framework for educational affordances of blogs. Computers & Education. 56(2). 441–451.
Docan-Morgan, T. and Manusov, V. 2009. Relational turning point events and their outcomes in college teacher-student relationships from students’ perspectives. Communication education. 58(2). 155–188. doi:10.1080/03634520802515713.
Gay, G. 2002. Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116. doi:10.1177/0022487102053002003
Hirsch, M. L., Quartaroli, T. A., Price, J., & Allen, A. 2015. Teaming up: Program evaluation through synergistic collaboration. The American Sociologist. 524–532.
Jin, A., Foley, A., & Cooley, D. 2020. Participant Chinese teacher and student perceptions of an international teaching practicum with Australian pre-service teachers. Intercultural Education. 1–16. doi.org/10.1080/14675986.2020.1783796
Kabilan, M. K., Ramdani, J. M., Mydin, A., Junaedi, R. 2020. International teaching practicum: Challenges faced by pre-service EFL teachers in ESL settings. LEARN Journal: Language Education and Acquisition Research Network Journal. 13(1), 114-126.
Kabilan, M.K., Hallijah H., Nooraishah Z., Anna, C.A. Hairul, N.I. & Mahbub, A. K. 2017. International teaching practicum in Bangladesh: An investigation of TESOL pre-service teachers’ professional development experiences. Malaysian Journal of
Learning and Instruction (Special issue on Graduate Students Research on Education), 117-140.
Killeavy, M., & Moloney, A. 2010. Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4): 1070-1076.
Lee, J. 2009. ESL student teachers’ perceptions of a short-term overseas immersion programme. Teaching and Teacher Education. 1095-1104.
Lee, J. 2012. Reassessment of English-only approach in EFL context in view of young learners’ attitudes, language proficiency, and vocabulary knowledge. Multilingual Education. 2(1). 1-11. doi:10.1186/2191-5059-2-5
Lin, G. H., & Chien, P. S. 2010. An introduction to English teaching: A textbook for English educators. Germany: VDM.
Luk, J. C., & Lin, A. M. 2017. Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons. New York: Routledge.
McAllister, G., & Irvine, I. 2012. The role of empathy in teaching culturally diverse students: A qualitative study of teachers‟ beliefs. Journal of Teacher Education. 53(5). 433–443.
McNamee, S., & Faulkner, G. 2001. The international exchange experience and the social construction of meaning. Journal of Studies in International Education. 5. 64–78.
Nieto, J. 2016. Cultural plunge: Cultural immersion as a means of promoting self-awareness and cultural sensitivity among student teachers. Teacher Education Quarterly. 75–84.
Patrício, M. T., Santos, P., Loureiro, P. M., & Horta, H. 2017. Faculty-exchange programs promoting change: motivations, experiences, and influence of participants in the Carnegie Mellon University-Portugal Faculty Exchange Program. Tertiary Education and Management, 24(1), 1–18. doi:10.1080/13583883.2017.1305440
Richards, K. 2003. Qualitative inquiry in TESOL. New York: Palgrave Macmillan. https:/doi.org/10.1057/9780230505056.
Saldana, J. 2009. The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE. Street, C., & Ward, K. 2010. Retrospective case study. In A. J. MillsG. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 825-827). SAGE Publications, Inc. doi: 10.4135/9781412957397
Trahar, S. 2009. Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education. Forum Qualitative Sozialforschung, 10(1).
Ulla, M. B. 2019. Filipinos as EFL teachers in Bangkok, Thailand: Implications for language education policy in the ASEAN region. RELC Journal. doi:10.1177/0033688219879775
Walliman, N. 2011. Research methods the basics. Madison Avenue, New York: Routledge.
Yulia, A. 2019. Indonesian pre-service teachers' major problems in teaching English at primary schools, Thailand. BEST
Conference 2019, 40–47.
Zhou, W. Y. 2014. Chinese sojourn teachers’ perceptions of and experiences with K-12 U.S. students: Implications for cross-cultural classroom management, Language teachers and teaching: Global perspectives, local initiatives. New York: Routledge.
DOI: https://doi.org/10.29408/veles.v6i1.5356
Refbacks
Copyright (c) 2022 VELES Voices of English Language Education Society

This work is licensed under a Creative Commons Attribution 4.0 International License.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Contact Us: VELES (Voices of English Language Education Society);
Address: Faculty of Language, Arts, and Humanities, Universitas Hamzanwadi
Jln. TGKH. M. Zainuddin Abdul Majid No. 132 Pancor, Selong-Lombok Timur, NTB, Indonesia. e-mail: velesjournal@gmail.com