Investigating ESL/EFL Teachers' Implementation of John Dewey's Philosophy 'Pragmatism' in Elementary Education
الكلمات المفتاحية:
English as a Second Language (ESL), pragmatism, elementary education, EFL
الملخص
This conceptualization paper investigates ESL/EFT teachers and how they implement John Dewey’s pragmatic philosophy within elementary education. Research into pragmatism, especially in its applications within ESL and EFL, represents a significant avenue of investigation. Not only can ESL/EFL teachers use many of these principles in their pedagogical practices, but the philosophy itself offers a unique framework for researching this topic. The impact of pragmatism on student learning outcomes is explored, while concentrating on elementary education frameworks in Saudi Arabia. ESL/EFT teaching practices in general are also examined, researching pragmatically applied pedagogy within ESL/EFL teaching. Additionally, both challenges and opportunities for teachers’ professional growth are investigated, evaluating student learning. Finally, recommendations are made for the application of Dewey’s pragmatism within ESL/EFL teaching.
المراجع
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34. Sattar, S. (2015). Learning via blogging: The ESL/EFL perspective. GSTF Journal on Education. https://d-nb.info/1239033281/34
35. Tubbs, N. (2023). Re-educating thinking: philosophy, education, and pragmatism. Journal of Philosophy of Education, 57(2), 433–443, https://doi.org/10.1093/jopedu/qhad031
36. Ventista, O.M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
37. Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 9. https://doi.org/10.1186/s40862-020-00090-2
38. Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry & Action in Education, 9(1), 91-102. https://files.eric.ed.gov/fulltext/EJ1158258.pdf
39. Yook, C. (2014). Recent trends in contrastive rhetoric and their pedagogical implications for ESL/EFL writing instruction. Studies in Modern Grammar, (81), 285–302. https://doi.org/10.14342/smog.2014.81.285
2. AlHarbi, A. A. (2021). EFL teacher preparation programs in Saudi Arabia: An evaluation comparing status with TESOL Standards. Pegem Journal of Education and Instruction, 11(4), 237-248. https://doi.org/10.47750/pegegog.11.04.23
3. Al-Jarf, R. (2022). English language education at the elementary school level in Saudi Arabia: A parents’ perspective. British Journal of Teacher Education and Pedagogy, 1(3), 31–44. https://doi.org/10.32996/bjtep.2022.1.3.4
4. Alkhuzay, S. (2015). Introducing English as a second language to early primary school curriculum in Saudi Arabia. Arab World English Journal, 6(2), 365–371. https://doi.org/10.2139/ssrn.2834410
5. Asiri, A. (2019). Concerns and professional development needs of teachers at elementary schools in Saudi Arabia in adopting inclusive education. [Doctoral dissertation, Kansas State University]. http://hdl.handle.net/2097/39491
6. Banta, T. W., Jones, E. A., & Black, K. E. (2009). Designing effective assessment: Principles and profiles of good practice. Jossey-Bass.
7. Bardis, B., Silman, F., & Mohammadzadeh, B. (2021). Cross-cultural pragmatic competence in an EFL context for a sustainable learning environment: A case of Northern Cyprus. Sustainability, 2021, 13, 10346. https://doi.org/10.3390/su131810346
8. Burke, R. (2018). Educational mobility and EFL students and teachers in Saudi Arabia. In C. Moskovsky & M. Picard (Eds.), English as a Foreign Language in Saudi Arabia (pp. 138–156). Routledge. https://doi.org/10.4324/9781315688466-7
9. Chernobylskaya, I., Likhacheva, I., Byakhova, V., & Molchanova, M. (2018). Possible ways of teaching English grammar to non-linguistic EFL students. International Conference on Education and New Learning Technologies, 2958–2962. https://doi.org/10.21125/edulearn.2018.0781
10. Coleman, D. (2006). White civility. University of Toronto Press. https://doi.org/10.3138/9781442683358
11. Colón-Muñiz, A. & Valenzuela, N. (2012) Bilingual education as an EEO: Educational enrichment opportunity for all. In L.D. Monzo & A. Merz (Eds.), The hope for audacity: Public identity and equity action in education (pp. 63-94). Peter Lang.
12. Devi, P. S. (2017). Research methodology: A handbook for beginners. Notion Press.
13. Dostie Proulx, P.-L. (2016). Early forms of metaethical constructivism in John Dewey's pragmatism. Journal for the History of Analytical Philosophy, 4(9), 1–13. https://doi.org/10.15173/jhap.v4i9.2868
14. Furneaux, C. (2015). Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. Journal of English for Academic Purposes, 20, 217–218. https://doi.org/10.1016/j.jeap.2015.03.008
15. Gesuato, S., Bianchi, F., & Cheng, W. (2015). Teaching, learning and investigating pragmatics: Principles, methods and practices. Cambridge Scholars Publishing.
16. Gomez-Laich, M. P. (2016). Second language learners’ divergence from target language pragmatic norms. Studies in Second Language Learning and Teaching, 6(2), 249–269. https://doi.org/10.14746/ssllt.2016.6.2.4
17. Gotwals, A. W., Songer, N. B., & Bullard, L. (2012). Assessing students’ progressing abilities to construct scientific explanations. In A. C. Alonzo & A. W. Gotwals (Eds.), Learning Progressions in Science: Current Challenges and Future (pp. 183–210). https://doi.org/10.1007/978-94-6091-824-7_9
18. Holdo, M. (2022). Critical reflection: John Dewey’s relational view of transformative learning. Journal of Transformative Education, 21(1). https://doi.org/10.1177/15413446221086727
19. Jarrah, A. M., Khasawneh, O. M., & Wardat, Y. (2020). Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: Case of mathematics and science teachers. International Journal of Education Economics and Development, 11(1), 58–75. https://doi.org/10.1504/ijeed.2020.104287
20. Jung-Ivannikova, L. (2014). Communication challenges learners face online: Why addressing CMC and language proficiency will not solve learners' problems. British Journal of Educational Technology, 47(2), 239–247. https://doi.org/10.1111/bjet.12219
21. Kwo, O. (2010). Teachers as learners: Critical discourse on challenges and opportunities. Springer Science & Business Media.
22. Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research, 12, 67-76.
23. https://files.eric.ed.gov/fulltext/EJ1096670.pdf
24. LoCastro, V. (2012). Pragmatics for language educators: A sociolinguistic perspective. Routledge.
25. Lo, N. P. (2023). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8, 24. https://doi.org/10.1186/s40862-023-00198-1
26. Lu, Z., Liu, M., & Zhang, W. (2021). Teaching and researching Chinese EFL/ESL learners in higher education. Routledge.
27. McTighe, J., & Ferrara, S. (2021). Assessing student learning by design: Principles and practices for teachers and school leaders. Teachers College Press.
28. Newton, J. M., & Nation, I. S. P. (2020). Learning through task-based interaction. In J. M. Newton & I.S.P. Nation (Eds.), Teaching ESL/EFL Listening and Speaking (2nd ed., pp. 120–138). https://doi.org/10.4324/9780429203114-7
29. Pecorari, D. (2018). English as a foreign language (EFL) versus English as a second language (ESL) writing. The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0507
30. Plowright, D. (2015). Charles Sanders Peirce: Pragmatism and education. Springer.
31. Quamar, M. M. (2020). Education system in Saudi Arabia: Of change and reforms. Palgrave Macmillan.
32. Saito, H., & Ebsworth, M. E. (2004). Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students. Foreign Language Annals, 37(1), 111–124. https://doi.org/10.1111/j.1944-9720.2004.tb02178.x
33. Sánchez-Hernández, A., & Martínez-Flor, A. (2021). Teaching the pragmatics of English as an international language: A focus on pragmatic markers. Language Teaching Research, 26(2). https://doi.org/10.1177/13621688211064933
34. Sattar, S. (2015). Learning via blogging: The ESL/EFL perspective. GSTF Journal on Education. https://d-nb.info/1239033281/34
35. Tubbs, N. (2023). Re-educating thinking: philosophy, education, and pragmatism. Journal of Philosophy of Education, 57(2), 433–443, https://doi.org/10.1093/jopedu/qhad031
36. Ventista, O.M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
37. Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 9. https://doi.org/10.1186/s40862-020-00090-2
38. Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry & Action in Education, 9(1), 91-102. https://files.eric.ed.gov/fulltext/EJ1158258.pdf
39. Yook, C. (2014). Recent trends in contrastive rhetoric and their pedagogical implications for ESL/EFL writing instruction. Studies in Modern Grammar, (81), 285–302. https://doi.org/10.14342/smog.2014.81.285
منشور
2024-01-04
كيفية الاقتباس
Eman AlJuhani. (2024). Investigating ESL/EFL Teachers’ Implementation of John Dewey’s Philosophy ’Pragmatism’ in Elementary Education. Journal of Arts, Literature, Humanities and Social Sciences, (99), 590-603. https://doi.org/10.33193/JALHSS.99.2024.992
إصدار
القسم
المقالات
