Pedagogical Factors that influence EFL Teaching: Someconsiderations for Teachers’ Professional Development

The current Ministry of Education presented the National Bilingual Program (NBP) for the period 2004 – 2019, however it was adapted without take into account our own culture and knowledge.

NBP goal is people become bilingual according to global politics and the market.

Teaching professional developmentTeaching professional development comprise an intentional, systematic and continuous process

promote their personal, professional and political growth to involve the improvement of their attitudes, beliefs, knowledge with regard to their practice.

teachers

English teaching researchers based on three linguistic principles of language teaching (Brown, 2007), communicative competence, inter-language and native language effects.

Inter-language refers to the structure and functioning of the target language that learners build up in their mind in the progress toward communicating. (White, 2003; Brown, 2007).

Native language helps to the development of the communicative competence in foreign language learners because it shapes their inter-language. (Brown, 2007).

There are some external factors as class time and space, set curricula, educational policies, and cultural context. Also, there are some internal factors as students´ and teachers´ perceptions, attitudes and beliefs which affect EFL teaching.

According to the research, teachers consider vocabulary and repetition as strength, driving them to organizational knowledge.

Finally, researchers conclude teachers should assume the strategies that students use on their own as a possibility to improve their learning. So, teachers will be aware how to asses regarding those students´ strategies.

Teaching English in times of the National Bilingual Program in some State Schools: Linguistic

and pedagogical factors

Context

According to the NBP, students must finish their high school with a B1 English level based on the CEFR.

Identification of the problem

In the elementary school theren´t enough training in English area to face this subject which is mandatory to cover it.

Current teaching English

The mayority of elementary teachers prefer to teach based on the organizational knowledge, so they work on audiolingual method and grammar based oriented.

Internal factors

They are composed by a set of subjective elements which affect teaching and learning processes. However, they are easily modified through the interaction into the classroom.

Among some internal factors we can mention the low English training and lack of communicative competence awareness.

External factors affect teaching and learning too, as the lack of teaching materials, few time dedicated to English and little family support.

One positive external factor is the help from those students who are very good at English.

To conclude, although some teachers aren´t proficiency at English, they always look for strategies which help them to solve their difficulties and to compensate their weaknesses. They are very conscious of the social responsability they have.