a2-most-frustrating-formal-academic-writing

How to Empower Non-Native English Speaking Teachers' Pedagogy in Sekolah Lentera Harapan (SLH) Indonesia Harmeilia A Adiastuti Calvin College Author Note Harmeilia A Adiastuti, Graduate Studies of Education: Curriculum and Instructions, Calvin College This research proposal is submitted as partial requirement to obtain Master of Education degree and is written as a recommendation for Yayasan Pendidikan Pelita Harapan in Indonesia Correspondence concerning this research should be addressed to Harmeilia A Adiastuti, 3002 Okemos Drive SE, Grand Rapids, Michigan 49546 Contact: haa2@students.calvin.edu Abstract English is one of the languages widely used as an international means of communication In Indonesia, English is a foreign language and is taught mostly by non-Native English Speaking Teachers (nonNESTs) These teachers have unique characteristics that characterize their English Language Teaching (ELT) This qualitative study investigates how to empower non-Native English Speaking Teachers' pedagogy in a new developing national Christian school system in Indonesia The data will be gathered using survey, interview, and observation in order to create triangulation in the analysis techniques The researcher will analyze the data gathered using basic quantitative descriptive statistics and qualitative analysis from coded themes embedded in the research instruments and other themes that may emerge Table of Contents Title Page .1 Abstract Introduction Literature Review English Language Teaching in Indonesia Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (Non-NESTs) .8 What non-Native English Speaking Teachers (non-NESTs) need to know and Pedagogy and Language Learning 12 Teacher Empowerment 14 Knowledge of Professional Community .15 Methodology Kind of Study and Rationale 16 Setting 16 SLH School System 17 American Local Schools .17 Rockford Public Schools 17 Grand Rapids Christian Schools .18 Participants .18 English Teachers in SLH Schools .19 Second Language Teachers in American Schools .19 The Principals 19 Data Collection … 19 Survey and Interview 20 Observation 21 Proposed Timeline 22 The Role of the Researcher, Ethics, and Validity 23 Data Analysis 25 Findings 25 Conclusion Summary 25 Implications 25 Possible Benefits 26 Question and Future Directions 26 References 28 Appendices Appendix A: Survey and Interview 32 Appendix B: Research Brief … .37 Appendix C: Research Procedures 39 Appendix D: Research Brief for Observation 41 Appendix E: Parent's Consent for their Child's Class Observations 42 Appendix F: Survey for Second Language-Learning Teachers in Michigan's Local Schools 43 Appendix G: Survey for Principals 48 Figure Figure Medgyes' Inter-language continuum describing nativespeakership How to empower non-Native English Speaking Teachers' pedagogy in SLH school system in Indonesia Introduction Language is a means of communication to connect people One of the languages widely used as an international means of communication is English In Indonesia, English is a foreign language Realizing that English competency will equip Indonesians to contribute more to the local, national, and global society, the Indonesian government has the study of English subject to Indonesia's 1-12 curriculum Those who will implement this curriculum and teach English in Indonesia’s schools are Indonesians Only a few schools in Indonesia hire native English speakers This is so because not many native English speakers work overseas and to hire one is costly Thus, institutions with native English speakers are not accessible for many Indonesians With this said, there are more non-Native English Speaking Teachers (non-NEST) than Native English Speaking Teachers (NEST) in Indonesia One of the school systems in Indonesia that hires NNEST and uses the Indonesian curriculum is Sekolah Lentera Harapan (SLH) This school system is under the umbrella of Yayasan Pendidikan Pelita Harapan (YPPH) Indonesia is a country with educational needs, especially in the rural regions SLH was created to answer this need YPPH's purpose is to provide local people, with financial limitations and who are away from the city center, access to Godly and good education Indonesia is also a very diverse nation According to Expat Web Site Association (n.d.), it consists of 18,108 islands (based on 2003 satellite imaging data by the Aviation and Space Institute) and 300 ethnics groups Each area in Indonesia has unique characteristics Because of this, SLH schools in different areas in Indonesia have different needs although they have some similarities too: usually they are located in places with limited access to technology and development; they have very few school supplies and limited access to the internet, water, and electricity Non-native English speakers who teach English in SLH schools find challenges as a result of being in remote areas such as limits to teachers’ access to technology and resources to teach English Hence, this project seeks possible ways to empower non-Native English Speaking Teacher's pedagogy in SLH schools Besides submitting this research paper as a requirement to obtain Master of Education from Calvin College.,eventually, this master's research project will be submitted to Yayasan Pendidikan Pelita Harapan (YPPH) as a recommendation for their schools’ development Literature Review This section will discuss the theoretical stance of the study in five topics It will cover English Language Teaching (ELT) in Indonesia, the issue of nativespeakership which is reflected in two kinds of teachers: Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (Non-NESTs), and what non-NESTs need to know and It will also explain about pedagogy and language learning as well as teacher empowerment English Language Teaching (ELT) in Indonesia According to the Department of Education and Employment of the United Kingdom (1998), English is spoken as a first language by around 375 million speakers and as a second language by around 375 million speakers in the world David Crystal (1995, as cited in The British Council, n.d.) stated that speakers of English as a second language probably outnumber those who speak it as a first language, around 750 million people are believed to speak English as a foreign language, and one out of four of the world's population speak English to some level of competence Indonesia is one of the countries where English is a foreign language The purpose of English language teaching and learning in Indonesia, a non-English dominant country, includes: to communicate with people from different linguistic group who not share the same language; to prepare for studying in an English-dominant country; or to conduct business with someone from another country (Nero, 2012) The linguistic situations and conditions in Indonesia are quite complex by their own nature as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country (Marcellino, 2008) Also, as the political standpoint of the government regarding foreign language, English language teaching has undergone more than four changes in its curriculum since the country's independence The English curricula began in 1975 (Marcellino, 2008) The curricula after were 1984's English curricula, 1994's curricula and 1999's curricula supplement, 2004's curricula, 2006's Competency-based language curriculum, and 2013's curriculum (La Sari, 2013) The complexity of language situations in Indonesia affects ELT in this country It puts English as the second, third, or foreign language learned by Indonesians Although learning English is included in the curriculum, English is not a priority language because students need to first master the unification language (Bahasa Indonesia) after their mother tongue Thus, although ELT in Indonesia shows promising future, its quality is not high yet Vickers (2009) pointed out that the low standard of English in Indonesia represents one barrier to international awareness and recognition of the country As a result, important messages may not reach international audiences Hitherto, English Language Teaching (ELT) in Indonesia is not problem-free It is quite complex for several reasons First, the geography of the nation affects the distribution of education development Second, various vernaculars and dialects, and the unification language, Bahasa Indonesia, put English as the third/foreign language learned at local schools Third, Indonesian political situation has a great impact on the language curriculum Last, the low standard of English production in Indonesia that reflects the domination of non-Native English Speaking Teachers (non-NESTs) Since this project aims to address ways to empower non-NEST's pedagogy in Indonesian's local schools, it focuses on the last issue stated above and discusses the issue of nativespeakership in the following section Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NonNESTs) Based on Vickers (2009) explanation before, Indonesia needs more native speakers to raise the low standard of English Firth and Wagner (1997 as cited in Eun, 2003, p 159) pointed out that native speakers are the only people who know their first language perfectly In contrast, as cited in Eun (2003, p 161), Kramsch (1998) and Cook (1999) defined non-native speakers as an 'intercultural speaker' and 'multicultural speaker” They are communicators who may have more resources at their disposal than native speakers Rampton (1999 as cited in Eun 2003) decomposes the term native speaker as comprise of three elements, i.e expertise, inheritance, and affiliation According to Medgyes (n.d., retrieved September 24, 2013), the nativespeakership itself is not easy to define An Indonesian is not a native speaker An Australian is a native speaker How about an Indian whom English is a second language in his country? The second language countries are the ones who break the hegemony of nativespeakership (Medgyes, n.d., retrieved September 24, 2013) Countries like India, Singapore and Hong Kong use English as their second language officially and use it in formal situations like trading, schooling, and government However, in daily life (informal situations) the people, including the teachers, speak using their mother tongues It can be said that teachers from these countries operate in minimum two languages: English and their mother tongue Medgyes then defined non-Native English Speaking Teacher as a teacher “for whom English is a second or foreign language; who works in an EFL environment; whose students are monolingual groups of learners; who speaks the same native language as his or her students By extension, Native English Speaking Teacher may be defined as the opposite of non-NEST, most characteristically as a teacher who speaks English as a native language.” (n.d., p 433) Although Medgyes (n.d., retrieved September 24, 2013) defined non-NEST as a teacher who speaks the same native language as his or her students, as Marcellino (2008) mentioned in the previous section that Indonesia has various vernaculars, non-NESTs in Indonesia may not speak the same language as their students However, they can always utilize the unification language, Indonesian language (Bahasa Indonesia) to teach their students Medgyes (n.d., retrieved September 24, 2013)added that a native speaker is a person who is born and brought up in an English-speaking environment and generally a more accomplished user than a non-native speaker Thus, a native speaker has an advantage over those for whom English is a foreign language He also proposed the inter-language continuum to describe this line of nativespeakership In this continuum, there is a glass wall that non-native speakers cannot climb over because they cannot achieve native speakers' competence (see Figure below) Zero competence Glass wall Native competence Figure Medgyes' Inter-language continuum describing nativespeakership Since non-NESTs dominate ELT in Indonesia and there is a glass wall non-NESTs cannot climb over, there are several things non-NESTs in Indonesia need to know and to be better at their teaching What non-Native English Speaking Teachers (non-NESTs) need to know Medgyes (n.d., retrieved October 15, 2013) stated that the distinction between non-NESTs and NESTs in ELT field plays a key role in determining the teaching practices of all teachers Non-NESTs and NESTs differ in terms of their language competence and teaching practices The discrepancies in language competence accounts for most of the differences found in their teaching practice, but they can be equally good teachers on their own terms Medgyes found that employers prefer to hire non-NESTs and NESTs with teaching qualification rather than ones without teaching qualification He cited that from his experience, non-NEST and NEST stand an equal chance of achieving professional success Although non-NESTs have a different level of competence than NEST, their deficient command of English enables them to compete with NEST In order to so, non-NESTs need to know their capacities According to Medgyes non-NESTs offer many unique capacities helpful in teaching English: Non-NESTs have a bigger chance to serve as imitable models of the successful learner of English Because non-NESTs are more or less proficient English speaker and have gone through the process of learning English, they can model how to learn English for their students In contrast, NEST cannot be learner models since they are not learners of English in the same sense as non-NESTs are Non-NESTs may teach learning strategies more effectively Because non-NESTs have adopted learning strategies during their own learning, they know more these strategies compared to their fellow NESTs who simply acquire the language Non-NESTs can provide learners with more information about the English language NonNESTs are presumed better informants than NESTs for the insight learning how the English language works because they gained this knowledge when they learned the language Non-NESTs may be more able to anticipate language difficulties As non-NESTs grow in their teaching experience, they will be able to more anticipate language difficulties in order to help learners overcome and avoid pitfalls Non-NESTs can be more empathetic to the needs and problems of their learners No matter how advance they are, non-NESTs will always be the English language learners themselves and they may encounter similar difficulties as their students Thus, they are more sensitive and understanding to their students Non-NESTs can benefit from sharing the learners' mother tongue When non-NESTs and students speak the same language, it will facilitate more teaching and learning of English Because of non-NESTs' unique capacities, Phillipson (1996, as cited in Maum, 2002), argued that non-NESTs can be potentially ideal ESL teachers because they have gone through the process of acquiring English as a second language They have first hand experience in learning and using a second Second language-learning class observations 2014, Fourth week of January Send the revised survey and interview questions to collect data Second language-learning class observations 2014, First week of February Receive data from the teacher participants 2014, Second week of February Follow up data from the teachers 2014, Mid February - May Write the discussion of the data gathered Finalize research project Submit the paper to Calvin College as the master project; Send an electronic copy to YPPH I am thankful to God for everyone who is willing to help me in this research project I really appreciate what you to invest in and support this project God bless you Researcher: Harmeilia Anggit Adiastuti Researcher's email: haa2@students.calvin.edu Researcher's supervisor: Dr Debra Buursma Researcher's supervisor's email: dbuursma@calvin.edu Appendix C Research Procedures Dear SLH English principals and teachers, Greetings in the Lord Jesus! I wish you well when you read this email In this package you will find three documents: Research Brief Research Procedure Survey and interview Research Brief Dear principals and English teachers, My name is Harmeilia Anggit Adiastuti I am now learning at Calvin College sponsored by Yayasan Pendidikan Pelita Harapan (YPPH) After I finish studying, I am assigned to help developing the school systems under YPPH, particularly SLH I am now doing a research project as part of the requirements to complete my master degree in Curriculum and Instruction My research focuses on how to help empower English teachers' pedagogy in the SLH school system I intend to this research by email because of the distance matter English teachers who wish to be the participants of this research can contact me at haa2@students.calvin.edu to confirm their participation and I will then send the survey and interview package to them I will need the teachers to send back to me the package without any copy to any party because the information given is sensitive and confidential The more authentic the information the more effective the research in helping develop the SLH school system The participation of principals and the teachers is voluntarily Those who not wish to join will involve no consequence or loss of benefits to which the participants is otherwise entitled Those who wish to participate may discontinue participation at any time without consequence or loss of benefits to which they are otherwise entitled Also, as a researcher, I am ethically bound to protect the information given by the participants Hence, the names of the participants and the school they are from will be changed in my project Finally, I will send the results of this research project to YPPH and SLH leaders and I will recommend it to the Professional Development (PD) team for developing the school systems under YPPH I am thankful to God for everyone who is willing to help me in this research project For that reason, I really appreciate what you to invest in and support this project God bless you Researcher: Harmeilia Anggit Adiastuti Researcher's email: haa2@students.calvin.edu Researcher's supervisor: Dr Debra Buursma Researcher's supervisor's email: dbuursma@calvin.edu Research Procedure Research topic: How to empower non-Native English Speaking Teacher’s pedagogy in SLH Researcher: Harmeilia Anggit Adiastuti (Anggit) Email: haa2@students.calvin.edu Please read the research brief and the research procedure before filling out the survey and interview Return the package before or on February 10, 2014 If you wish to participate but somehow you know you will not be able to send it by the Due date, please let me know Fill out the survey and the interview privately and individually Do not it together with others Please not compare your answers with others The originality of your responses is important because each of us has different opinions, backgrounds, and situations Please answer according to what you think, and not according to what you think people may want to hear I am the only person who will read your information and I will not give it to anyone else Your information will be kept confidential Please type your answer right after each question Please express your opinion (what you think) in detail There is no limitation on how long your answer should be The more details you give, the more it will help develop the pedagogy of English teachers in SLH as a whole If you have any questions about the research brief, research procedure, and or the survey or interview, please ask by sending your email directly to me without any cc to anyone Later, after you return the survey to me, I may need to contact you to seek further information or to clarify your answer Please check your email regularly for a week, incase I contact you Survey and Interview Completion When you send me back the package, I will confirm that I have received your completed survey and interview If you have not received any notification from me two days after sending them, please resend Language You may answer the questions in Bahasa Indonesia to express yourself freely, honestly, and comfortably Your thoughts are important Whether you convey it in English or Bahasa Indonesia, I will gladly receive it Your leaders and YPPH should never receive your complete survey and interview You need to return them directly to me They will be given the results of the analyzed data, not the raw data 10 Confidentiality You not need to give your name on the survey or interview Thank you so much for your participation I really appreciate you taking time to support this research project by answering the questions God bless you Appendix D Research Brief for Observation Dear Principal, Coordinator, and Spanish Immersion teachers, My name is Harmeilia Anggit Adiastuti I am a student of Graduate Studies in Education at Calvin College I am conducting a research project as part of the requirements to complete my study My research focuses on how to help empower English teachers' pedagogy in a new developing national Christian school system in Indonesia I would like to ask permission to observe second language learning classes (K-6) in your school to gain some insights and ideas on current best practices and principles in second language teaching and learning to give some suggestions to non-NESTs' (non-Native English Speaking Teachers) pedagogy in that Indonesian school system By observing, I am trying to find out some pedagogical elements that may suit the English teachers in the Indonesian school context I hope to use the results of this research project to further develop the school system in Indonesia If it is possible, I would like to observe and gather data for several times in January and February 2014 I also would like to ask the principal, coordinator and the second language teachers to complete written survey and interview to help me compare your responses with the responses of Indonesian principals and teachers I will send the instruments by email and you can fill them out at your convenience Then, if you agree to participate in my research, you can send me back the instruments upon completing by email Your participation is voluntarily If you not wish to join, it will involve no consequence or loss of benefits to which the participants is otherwise entitled If you wish to participate, you may discontinue your participation at any time without consequence or loss of benefits to which you are otherwise entitled As a researcher, I am ethically bound to protect the information given by the participants Hence, the names of the participants and the school they are from will be changed in my project Thank you for your willingness to consider helping me in this research project I am looking forward to hearing from you God bless you Sincerely, Harmeilia Anggit Adiastuti Calvin College, 2294974 haa2@students.calvin.edu Research's supervisor: Dr Debra Buursma Research's supervisor's email: dbuursma@calvin.edu My signature below indicates that I understand the purposes and requirements of the study and that I agree to participate Signature Date Appendix E Letter of Consent Parents' Consent for their Child's Class Observations Investigator: Harmeilia Anggit Adiastuti under the direction of Professor Debra Buursma of Calvin College Your child's teacher has been invited to participate in a research project entitled “How to Empower non-Native English Speaking Teachers' pedagogy ” The research study is part of the investigator's master degree program requirements This study seeks to examine multiple ways to empower non-NEST's pedagogy in a new developing national Christian school system in Indonesia Your child's teacher will be observed about three times during teaching between the months of January and February 2014 They will also fill out written survey and interview Your consent indicates that you will allow the investigator to observe the teaching and learning process in a second language learning class By observing, the investigator is trying to find out some pedagogy elements that may suit the English teachers in Indonesian school context and to get some insights for the development of Indonesian English teachers The study does not require any participation from any students directly So, there will be no loss for them Your child's teacher and your child will not be penalized in any way for not participating in the study The teacher may choose to remove himself from the study without any penalty toward completion of endorsement requirements Information collected from the class' teaching and learning process is confidential That means the names of any employees and the names of any students will not appear on any transcripts or written documentation Every published paper, presentation or professional education activity will use a pseudonym for every participant and the school name to ensure maximum confidentiality Your child's name will also not appear on any papers, presentations, or professional education activities without written consent Likewise, every picture of the teaching and learning process taken will be confidential and is not for publication Your signed consent below indicates that you have read this consent form and agree with its content If there are questions about the research, you may contact either Harmeilia Anggit Adiastuti, the investigator, at haa2@students.calvin.edu, or Dr Debra Buursma, the research advisor, at dbuursma@calvin.edu My signature below indicates that I understand the purposes and requirements of the study and that I agree to participate Signature Date Appendix F Survey for Second Language-Learning Teachers in Michigan's Local Schools Gender: Age: No of years teaching: Level of teaching: Subject (s) taught: Mother tongue: University attended: a Bachelor degree/ major: b Master degree/ major: School location: What percentage of instructional time in a typical unit is allocated to using the following skills? Speaking Listening Reading Writing Grade 1-2 ( )% ( )% ( )% ( )% 100% Grade 3-4 ( )% ( )% ( )% ( )% 100% Grade 5-6 ( )% ( )% ( )% ( )% 100% Middle school ( )% ( )% ( )% ( )% 100% High school ( )% ( )% ( )% ( )% 100% 10 Please answer by indicating the relative degree (%) of dependence on respective teaching materials, assuming that the added percentages will amount to 100% in each grade that you teach Speaking Listening Reading Writing Grade 1-2 ( )% ( )% ( )% ( )% 100% Grade 3-4 ( ( )% ( )% ( )% 100% Grade 5-6 ( )% ( )% ( )% ( )% 100% Middle school ( )% ( )% ( )% ( )% 100% High school ( )% ( )% ( )% ( )% 100% )% 11 When you prepare for your upcoming Spanish immersion lessons, how much guidance you receive from the followings: (Please highlight your choice) Very much Much Some Little None National Curriculum Teacher's Textbook Own Ideas and Experience Fellow English Teachers Other (please explain your answer): 12 What is the source of your professional expertise as a Spanish immersion teacher? Please answer by indicating the relative importance (%) of the following sources in your professional growth, assuming that the added percentages will amount to 100% pre-service training at university ( )% internship/practicum ( )% independent workshops and seminars ( )% reading professional books on language teaching ( )% own personal reflections ( )% discussion with mentors/colleagues ( )% other (… ) ( )% Total 100% 13 a What is your level of satisfaction with the Spanish proficiency your pupils have achieved so far through your Spanish immersion lessons? (Please highlight your choice) quite satisfied fairly satisfied 2.not very satisfied not satisfied at all cannot tell for sure b Why? 14 Please name any language courses you took in your university that was related to your teaching now and briefly describe what you learned from those courses(s) 15 Since teaching in this school, please describe any language training you have received, if any (when, where, the topic, what you learned, the length of the training, who sent you - your own initiative/ the school's initiative, whose budget – your own budget/ the school's budget, etc.) 16 How many times has your teaching been observed by your principal(s) since you have been working in this school? (Please highlight your choice) a time (never) b time only c 2-3 times d 4-6 times e and more times What is the nature of the feedback? a spoken (please explain the feedback briefly): b written (please explain the feedback briefly): c other (please explain briefly): 17 How often has your teaching been observed by your fellow Spanish teacher(s) since you have been working in this school? (Please highlight your choice) a time (never) b.1 time only c 2-3 times d 4-6 times e and more times What is the nature of the feedback? a spoken (please explain the feedback briefly): b written (please explain the feedback briefly): c other (please explain briefly): 18 Have you observed Spanish language teaching in other schools before teaching in this school? If yes, please explain when and where 19 Have you observed Spanish language teaching in other schools while teaching in this school? If yes, please explain when and where 20 Has anyone offered to help improve Spanish language teaching and learning in your school? Was there follow up? If yes, explain the follow up If no, is there anything you have done to follow it up and why you do/ not it? 21 Do you teach Spanish using English or Spanish only or mixed Spanish and English? If you used mixed Spanish-English, what percentage of each language is used? Please explain 22 How does being a non-Native Spanish Speaking Teacher (non-NSST) affect your Spanish teaching effectiveness? Please answer as much detail as you can 23 What have you done to improve your Spanish ability? 24 What barriers you experience to improve your Spanish ability? 25 Is there anything you want to say related to Spanish teaching and learning in your school? Interview Please answer the following questions Just write down whatever comes to your mind and write what you know Please describe your Spanish ability (in terms of speaking, listening, reading, writing, grammar, vocabulary, cultural context, and other aspects that you think are necessary) Please indicate your Spanish ability between the scale 1-10 and explain why you choose a certain number to represent your ability Please describe your teaching of Spanish (your pedagogy, methods, strategies, assessment, any aspects you encounter when you teach English in the class) What limits your ability to teach Spanish in this school? What supports your ability to teach Spanish in this school? Do you work with/ share experiences with your fellow Spanish teachers in your level (elementary/high school) at your school? If yes, please explain further (with whom you work with, how you work together, etc.) If no, describe why not Do you work with/ share experiences with your fellow Spanish teachers across levels (elementaryhigh school) at your school? If yes, please explain further (with whom you work with, how you work together, etc.) If no, describe why not Do you work with/ share experiences with your fellow Spanish teachers from other schools? If yes, please explain further (with whom you work with, how you work together, etc.) If no, describe why not Do you join any Spanish teachers union governed by your regional education department? Why/ why not? Please explain further (with whom you work with, how you work together, etc OR why you cannot work together/ share experiences, etc.) 10 What you think is needed for the improvement of Spanish language teaching in your school in terms of: students teachers administrator the foundation scheduling curriculum program/ after school program other: 11 Please feel free to write comments about anything in the space below: Appendix G Survey for Principals/ Coordinator Gender: Age: No of years teaching: Level of teaching: Subject(s) taught: Level of leading (elementary/ middle school/ high school): No of years leading: Mother tongue: University attended: a Bachelor degree/ major: b Master degree/ major: 10 School location: 11 What is the source of your professional expertise as a principal? Please answer by indicating the relative importance (%) of the following sources in your professional growth, assuming that the added percentages will amount to 100% internship ( )% independent workshops and seminars ( )% reading professional books on school leadership ( )% own personal reflections ( )% discussion with mentors/colleagues ( )% other (… ) ( )% Total 100% 12 a What is your level of satisfaction with the teaching proficiency your English/ Spanish teachers have achieved so far through your leadership? (Please highlight your choice) quite satisfied fairly satisfied 2.not very satisfied not satisfied at all cannot tell for sure b Why? 13 Please name any leadership training/ courses you took in university (if any) and briefly describe what you learned from those training(s)/ courses(s) 14 Since leading in this school, please describe any leadership training you have received, if any (when, where, the topic, what you learned, the length of the training, who sent you - your own initiative/ the school's initiative, whose budget – your own budget/ the school's budget, etc.) 15 How many times has your leadership been evaluated by your leaders since you have been working in this school? (Please highlight your choice) a time (never) b time only c 2-3 times d 4-6 times e and more times What is the nature of the feedback? a spoken (please explain the feedback briefly): b written (please explain the feedback briefly): c other (please explain briefly): 16 How many times has your leadership been evaluated by your teachers since you have been working in this school? (Please highlight your choice) a time (never) b.1 time only c 2-3 times d 4-6 times e and more times What is the nature of the feedback? a spoken (please explain the feedback briefly): b written (please explain the feedback briefly): c other (please explain briefly): 17 Have you observed English/ Spanish Language Teaching in other schools before leading in this school? If yes, please explain when and where 18 Have you observed English/ Spanish Language Teaching in other schools while leading in this school? If yes, please explain when and where 19 If you have observed English/ Spanish Language Teaching in other schools, did you see any differences between the English/Spanish language teaching in those schools and in your own school? If there is any, please explain 20 How often you observe your English/ Spanish teachers in an academic year? a time (never) b.1 time only c 2-3 times What is the nature of the feedback you give? d 4-6 times e and more times a spoken (please explain the feedback briefly): b written (please explain the feedback briefly): c other (please explain briefly): 21 Has anyone offered to help improve English/ Spanish Language Teaching and Learning in your school? Was there follow up? If yes, explain the follow up If no, is there anything you have done to follow it up and why you do/ not it? 22 If any, what is the language policy in your school? Please describe 23 In English classes, what language you expect your teachers to teach? Please explain 24 How you think being a non-Native English/ Spanish Speaking Teacher affect your teachers' effectiveness? Please answer as much detail as you can 25 What have you done to improve your English/ Spanish ability? 26 What barriers you experience to improve your English/ Spanish ability? 27 Is there anything you want to say related to English/ Spanish teaching and learning in your school? Interview Please answer the following questions Just write down whatever comes to your mind and write what you know Please describe your English/ Spanish ability (in terms of speaking, listening, reading, writing, grammar, vocabulary, cultural context, and other aspects that you think are necessary) Please indicate your English/ Spanish ability between the scale 1-10 and explain why you choose a certain number to represent your ability What limits your leadership in this school? What supports your leadership in this school? Do you work with/ share experiences with your fellow principal/ vice principal in other SLH/ school sites? If yes, please explain further (with whom you work with, how you work together, etc.) If no, describe why not Do you work with/ share experiences with your leaders related to English/ Spanish Language Teaching in your school? If yes, please explain further (with whom you work with, how you work together, etc.) If no, describe why not Do you observe that teaching collaboration happens in your school? Please explain Do you purposely provide time within the school hours for your English/ Spanish teachers to collaborate/ discuss lessons with their fellow English/ Spanish teachers? Why/ why not? Related to question no 8, if you provide time, you think it is useful? Why/ why not? 10 Do your English teachers join any English/ Spanish teachers union governed by your regional education department? Why/ why not? Please explain further (with whom theywork with, how they work together, etc OR why cannot work together/ share experiences, etc.) 11 What you think is needed for the improvement of English/ Spanish Language Teaching in your school in terms of: students teachers 3.administrator 4.the foundation 5.scheduling curriculum program/ after school program other: 12 Please feel free to write comments about anything in the space below: