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dc.contributor.authorAhmad Nazari
dc.date.accessioned2020-09-02T18:56:39Z
dc.date.available2020-09-02T18:56:39Z
dc.date.created2020-08-26 23:33
dc.date.issued2011-01-01
dc.identifieroai:doaj.org/article:99f4a88f50c34470a483fb374aaacccd
dc.identifier2090-4002
dc.identifier2090-4010
dc.identifier10.1155/2011/249610
dc.identifierhttps://doaj.org/article/99f4a88f50c34470a483fb374aaacccd
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3961138
dc.description.abstractThis paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.
dc.languageEN
dc.publisherHindawi Limited
dc.relation.ispartofhttp://dx.doi.org/10.1155/2011/249610
dc.relation.ispartofhttps://doaj.org/toc/2090-4002
dc.relation.ispartofhttps://doaj.org/toc/2090-4010
dc.sourceEducation Research International, Vol 2011 (2011)
dc.subjectEducation (General)
dc.subjectL7-991
dc.titleAn Analysis of an EFL Teachers' Guide: A Case Study
dc.typeArticle
ge.collectioncode2090-4002
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ge.lastmodificationdate2020-08-26 23:33
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ge.oai.setnameLCC:Education (General)
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ge.linkhttps://doaj.org/article/99f4a88f50c34470a483fb374aaacccd


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