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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 27 1 Exploratory practice for continuing professional development: An innovative approach for language teachers Kiely, Richard; Slimani-Rolls, Assia. - : Palgrave Macmillan, 2019 BASE Show details 2 Exploratory Practice for Continuing Professional Development : An Innovative Approach for Language Teachers Slimani-Rolls, Assia [Verfasser]; Kiely, Richard [Verfasser]. - Cham : Springer International Publishing, 2018 DNB Subject Category Language Show details 3 Understanding Washback in the Classrooms: The Conflicts of the Syllabus and the Examination Muhamad, Maizatulliza; Kiely, Richard In: Journal of Education and Practice; Vol 9, No 2 (2018); 117-130 (2018) BASE Show details 4 Understanding teachers' pedagogical knowledge in ESL vocabulary teaching Muhammad, Maizatulliza; Kiely, Richard. - 2018 BASE Show details 5 Preservice teachers’ beliefs and practices in teaching English to young learners Othman, Juliana; Kiely, Richard. - 2016 BASE Show details 6 English language teacher identity : a framework for teacher learning and professional development Kiely, Richard In: Language and identity (London, 2015), p. 207-228 MPI für Psycholinguistik Show details 7 University English: Issues and directions for curriculum development Kiely, Richard. - 2015 BASE Show details 8 English language teacher identity: a framework for teacher learning and professional development Kiely, Richard. - : Bloomsbury, 2014 Abstract: This chapter explores identity issues in the work and learning of English language teachers. It sets out ways in which the identity prism can serve to understand the work of teachers, and to sustain ongoing teacher learning and professional development. In many education contexts, English language skills proficiency has become a curriculum development focus at all levels, primary school to university. Despite investment in syllabuses and materials in recent decades, curriculum goals are often not achieved. One reason often proposed for this is the effectiveness of teaching: teachers are viewed as ineffective in achieving desired curriculum outcomes and reluctant to innovate. While this representation is undoubtedly not the whole story – there are important issues of the limited agency of teachers in the wider social and cultural framing of foreign language learning – it is important to explore ways in which teachers can develop personally and professionally so that their work is more fulfilling, recognised and effective. This chapter explores these issues through an identity lens. Drawing on studies of English language teacher identity within Applied Linguistics, and the communities of practice framework of Wenger, I explore the learning dimension of English language teacher identity. There are two specific challenges faced by English language teachers. First, current methods in English language teaching, within a broad communicative language teaching framework, emphasise language use and interaction rather than grammatical accuracy. In this approach, the subject content knowledge shifts from the grammatical and other dimensions of the language system to the learning process. This constitutes a challenge for teachers who align with a transactional and instructional approach to classroom pedagogy, and for teachers whose expertise rests on their mastery of the grammatical system and on culturally-situated features of English language use. Second, current teaching strategies require classrooms which are student-led, exploratory, and unpredictable, with students taking responsibility for directing and shaping their own learning experiences. Teachers, therefore, have to extend their expertise from a focus on knowledge of the language system to skills in managing people and interactions. These challenges are often unmet, with teachers focussing on sentence-level accuracy, both in performing their own expertise and teacher identity, and in focussing students on learning. Teacher development activities focus on skills and techniques, which often do not have an impact on practice. Teachers and students are often working with received identities, which limit learning, and constrain the role of imagination in learning. Further work in curriculum development, whether in the skills of teachers, the rolling out of technological innovation and other learning materials can only have limited impact while the fundamental teacher identity remains unchanged. The chapter ends with some examples of teachers doing identity work, in ways which contribute to personal and curriculum development, and with suggestions for incorporating an identity perspective in teacher learning, both for the individual reflective practitioner, and organised learning activities for teachers URL: https://eprints.soton.ac.uk/365207/ BASE Hide details 9 Syllabus design in a post-method age Kiely, Richard. - : University of Rajshahi Press, 2014 BASE Show details 10 Contests and contexts: the Irish language and Ireland's socio-economic development, by John Walsh, Bern, Peter Lang, 2011, VII - 468 pp. [Rezension] Kiely, Richard In: Language awareness. - Abingdon : Routledge 21 (2012) 3, 309-311 BLLDB OLC Linguistik Show details 11 Language testing : theories and practices O'Sullivan, Barry; Kiely, Richard; Graham, Suzanne. - Basingstoke [u.a.] : Palgrave Macmillan, 2011 BLLDB UB Frankfurt Linguistik Show details 12 Understanding CLIL as an innovation Kiely, Richard. - 2011 BASE Show details 13 The oral presentation as a context for learning and assessment Sundrarajun, Chutamas; Kiely, Richard. - 2010 BASE Show details 14 Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy Kiely, Richard In: Language awareness. - Abingdon : Routledge 18 (2009) 3-4, 329-344 BLLDB OLC Linguistik Show details 15 Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy Kiely, Richard. - 2009 BASE Show details 16 Succeeding with English Language Learners: A Guide for Beginner Teachers * Learning and Teaching English: A Course for Teachers Kiely, Richard In: ELT journal. - Oxford : Oxford University Press 61 (2007) 3, 283 OLC Linguistik Show details 17 Evaluation, Innovation, and Ownership in Language Programs Kiely, Richard In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 90 (2006) 4, 597-601 OLC Linguistik Show details 18 The why (and how) of assessing student learning outcomes in college foreign language programs : [including commentary and author's response] Morris, Michael (Komm.); Norris, John Michael; Chase, Geoffrey (Komm.)... In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 90 (2006) 4, 576-601 BLLDB OLC Linguistik Show details 19 Language, culture and identity in applied linguistics Kiely, Richard (Hrsg.); Clibbon, Gerald (Hrsg.); Rea-Dickins, Pauline (Hrsg.). - London : Equinox Publishing, 2006 IDS Bibliografie zur Gesprächsforschung Show details 20 Language, culture and identity in applied linguistics : selected papers from the annual meeting of the British Association for Applied Linguistics, University of Bristol, September 2005 Kiely, Richard (Hrsg.). - London [u.a.] : Equinox, 2006 UB Frankfurt Linguistik Show details Page: 1 2

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