Papers by Victor A Birkner
Exploring the Formation of Methodological Beliefs among English Teachers in Chile , 2023
The purpose of this single-participant case study, conducted through purposeful sampling and semi... more The purpose of this single-participant case study, conducted through purposeful sampling and semi-structured interviews, is to gain a deep understanding of how Chilean English teachers construct the beliefs that inform their methodology in disadvantaged contexts. The investigation was guided by the following questions: 1. How do teachers construct their beliefs about English language teaching methodology? 2. What types of factors are involved in the construction of those beliefs? The data were meticulously collected and subsequently thematically analysed. The analysis identified six themes: previous experience, social interaction, teaching materials, attitudes towards mistakes, teacher self-evaluation, and challenges outside the classroom. Although the study confirms the findings of previous studies, two relevant themes, attitudes towards mistakes and challenges outside the classroom, emerged to contribute to the theoretical development of teachers’ methodological beliefs. These two themes stand out as they shed light on how teachers of English in Chile maximise the classroom time to teach English and treat mistakes with a positive attitude as a way to promote adaptability and resilience in contexts where speaking English outside the school is extremely limited. Unlike previous studies that examined classroom dynamics and mistakes in isolation, our study offers fresh insights into the complex world of methodological beliefs among Chilean teachers of English in disadvantaged contexts. Future research should incorporate observations alongside interviews, increase participant numbers for deeper insights, and explore how attitudes and external challenges influence methodology beliefs in ELT.
Asian education studies, Feb 26, 2016
This article discusses the impact that both input and output hypotheses have on second language l... more This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students' level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed.
Zenodo (CERN European Organization for Nuclear Research), Jul 6, 2023
El crecimiento económico y los cambios sociales y políticos de los últimos 35 años han llevado a ... more El crecimiento económico y los cambios sociales y políticos de los últimos 35 años han llevado a que más jóvenes chilenos de distintos estratos sociales accedan a la educación profesional universitaria, obligando al sistema de educación superior a ampliar su oferta mediante la creación de nuevos centros de estudio y becas. Este estudio de caso pretende determinar los aspectos que caracterizan el perfil de ingreso del estudiante universitario de la Universidad Silva Henríquez (UCSH). Con este fin, se realizó una revisión bibliográfica a nivel nacional e internacional.
Trazando el perfil de ingreso del estudiante universitario: un estudio de caso en la Universidad Silva Henríquez, 2023
El crecimiento económico y los cambios sociales y políticos de los últimos 35 años han llevado a ... more El crecimiento económico y los cambios sociales y políticos de los últimos 35 años han llevado a que más jóvenes chilenos de distintos estratos sociales accedan a la educación profesional universitaria, obligando al sistema de educación superior a ampliar su oferta mediante la creación de nuevos centros de estudio y becas. Este estudio de caso pretende determinar los aspectos que caracterizan el perfil de ingreso del estudiante universitario de la Universidad Silva Henríquez (UCSH). Con este fin, se realizó una revisión bibliográfica a nivel nacional e internacional.
Asian Education Studies, 2016
This article discusses the impact that both input and output hypotheses have on second language l... more This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students’ level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed. atology and expand its studies f...
Modern Perspectives in Language, Literature and Education Vol. 9
This article discusses the impact that both input and output hypotheses have on second language l... more This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted (e.g., [1,2,3,4]) to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students' level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough [4]. From this new view, it is assumed that for the students to learn the language, they need to use it. These new ideas emerged from the output hypothesis that had a significant impact on the area of language teaching. The article concludes that both approaches can be used complementarily, although more study is still needed.
Menu Introduction Background Examples Conclusions Introduction Language is a human attribution wh... more Menu Introduction Background Examples Conclusions Introduction Language is a human attribution which allows communication among us. However, how language is acquired is a mystery which several theories have tried to decipher. Noam Chomsky proposed the theory of Universal Grammar which produced a remarkable impact in the study of language acquisition both L1 and L2. The influence has reached other fields such as psychology and computer parsing of language. (Cook & Newson, 2007:1). This essay supports the idea the UG has a major influence in second language acquisition based on the evidence some researchers have found considering that research conducted on UG is more accurate than other kinds of SLA investigation (Krashen, 2009: 260). Nevertheless, this does not mean that UG is the only factor which is involved in second language acquisition but the most significant.
Menu Introduction Background Examples Conclusions Introduction Language is a human attribution wh... more Menu Introduction Background Examples Conclusions Introduction Language is a human attribution which allows communication among us. However, how language is acquired is a mystery which several theories have tried to decipher. Noam Chomsky proposed the theory of Universal Grammar which produced a remarkable impact in the study of language acquisition both L1 and L2. The influence has reached other fields such as psychology and computer parsing of language. (Cook & Newson, 2007:1). This essay supports the idea the UG has a major influence in second language acquisition based on the evidence some researchers have found considering that research conducted on UG is more accurate than other kinds of SLA investigation (Krashen, 2009: 260). Nevertheless, this does not mean that UG is the only factor which is involved in second language acquisition but the most significant.
This article discusses the impact that both input and output hypotheses have on second language l... more This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students' level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed.
Teaching Documents by Victor A Birkner
Books by Victor A Birkner
This chapter discusses the limitations of English language teaching materials that have been desi... more This chapter discusses the limitations of English language teaching materials that have been designed with an ideal context in mind, assuming that students are self-engaged and eager to learn at any cost. However, the reality of diverse classrooms and schools means that these materials may not be suitable for all contexts. Under this circumstance, teachers might feel frustrated as most of them lack the time and knowledge to adapt them.
This article offers ideas and strategies to support language teachers and student-teachers in making informed decisions about teaching materials. The ideas are supported by a social constructivist view that considers textbooks and published materials as perfectible despite their limitations. The chapter is divided into three parts, which include the conceptualization of textbooks, principles of material adaptation, and material adaptation strategies.
Based on four years of research in the areas of teaching materials and language teacher identity, the chapter offers valuable insights to help teachers improve their pedagogical practices. The aim is to increase the agency of language teachers and to provide recommendations to teachers who may feel overwhelmed by using textbooks. Overall, this chapter offers a comprehensive guide to adapting teaching materials to suit diverse classroom contexts, which can lead to more effective language teaching practices.
Determination of Revisiting Input and Output Hypotheses in Second Language Learning, 2021
This article discusses the impact that both input and output hypotheses have on second language l... more This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted (e.g., [1,2,3,4]) to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students' level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough [4]. From this new view, it is assumed that for the students to learn the language, they need to use it. These new ideas emerged from the output hypothesis that had a significant impact on the area of language teaching. The article concludes that both approaches can be used complementarily, although more study is still needed.
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Papers by Victor A Birkner
Teaching Documents by Victor A Birkner
Books by Victor A Birkner
This article offers ideas and strategies to support language teachers and student-teachers in making informed decisions about teaching materials. The ideas are supported by a social constructivist view that considers textbooks and published materials as perfectible despite their limitations. The chapter is divided into three parts, which include the conceptualization of textbooks, principles of material adaptation, and material adaptation strategies.
Based on four years of research in the areas of teaching materials and language teacher identity, the chapter offers valuable insights to help teachers improve their pedagogical practices. The aim is to increase the agency of language teachers and to provide recommendations to teachers who may feel overwhelmed by using textbooks. Overall, this chapter offers a comprehensive guide to adapting teaching materials to suit diverse classroom contexts, which can lead to more effective language teaching practices.
This article offers ideas and strategies to support language teachers and student-teachers in making informed decisions about teaching materials. The ideas are supported by a social constructivist view that considers textbooks and published materials as perfectible despite their limitations. The chapter is divided into three parts, which include the conceptualization of textbooks, principles of material adaptation, and material adaptation strategies.
Based on four years of research in the areas of teaching materials and language teacher identity, the chapter offers valuable insights to help teachers improve their pedagogical practices. The aim is to increase the agency of language teachers and to provide recommendations to teachers who may feel overwhelmed by using textbooks. Overall, this chapter offers a comprehensive guide to adapting teaching materials to suit diverse classroom contexts, which can lead to more effective language teaching practices.