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Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa?
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In: World Languages and Cultures Faculty Publications (2021)
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Abstract:
This small descriptive study examined the professional development activities of English as a foreign language (EFL) teachers at a university in Tanzania, in particular their awareness of professional organizations such as the International Association of Teachers of English as a Foreign Language and TESOL International Association. Basing her inquiry on English language teaching as a community of practice, the researcher used a questionnaire, interviews, and personal observations. University lecturers were asked about their personal professional development practices, which represented the value of individualism (ubinafsi in Swahili), as well as their interest in becoming involved in professional organizations for EFL teachers, which illustrated ujamaa, or familyhood. Though they were extremely professional, knowledgeable, and dedicated, none of the lecturers was a member of any organization, nor did they attend international conferences. This was due not to the political and economic reality of their circumstances and the lack of assistance and outreach by professional associations.
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Keyword:
EFL; English as a Foreign Language; familyhood; First and Second Language Acquisition; individualism; Linguistics; Social and Behavioral Sciences; tazania
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URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1000&context=wlc_facpub
https://digitalcommons.usu.edu/wlc_facpub/1
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| 2 |
The IELTS Exam and Cut-Off Decisions: One University's Mistake
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In: World Languages and Cultures Faculty Publications (2020)
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| 3 |
Veiled Incivilities: International Students and Campus/Classroom Climate at Predominantly White Universities
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In: World Languages and Cultures Faculty Publications (2016)
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