جستجوی مقالات مرتبط با کلیدواژه "مصونیت معلم زبان" در نشریات گروه "ادبیات و زبان ها"

It is utterly proclaimed that the effectiveness of teachers in their professional roles is deeply intertwined with psycho-emotional constructs such as reflective practice and immunity. Given the notable significance and scarcity of research on the correlation between reflective practices and immunity among English as a Foreign Language (EFL) teachers, this study investigated whether Iranian EFL teachers' reflective practice exhibited a significant association with their immunity. To accomplish this objective, the convenience sampling method was employed to select a group of 204 EFL teachers (78 males and 126 females) from private language institutions across various provinces in Iran. Data were collected through surveys and subsequent interviews conducted with the participating teachers. The correlational analysis revealed significant positive relationships between teachers' immunity and all reflection subscales, except for critical reflection. The multiple regression analysis further confirmed that metacognitive and cognitive reflection strongly predict EFL teachers' immunity. Interviews emphasized the contribution of specific subcomponents of reflective practice to teachers' immunity. These findings emphasized the significance of merging reflective approaches and bolstering immunity within teacher growth schedules. Furthermore, they provided new opportunities to implement positive psychology criteria in foreign language teacher education.

Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of the matter. One way of considering the influence of educators is to start conversations about teacher immunity. Language teacher immunity allows teachers to function effectively at school and to appreciate new approaches. A few studies have been carried out to evaluate the association between Translanguaging and teacher immunity. This study tried to fill the gap in the literature by surveying 207 Iranian EFL teachers’ perceptions toward translanguaging. This study aimed at finding connections between Translanguaging and teacher immunity in order to potentially develop teacher resilience by utilizing the full potential of the students’ lexicon. Participants were from both genders and were different in terms of their experience, native language, and their current field of study. Findings indicate that Iranian EFL teachers have a moderate sense of immunity in their pedagogies. Approximately 61% of the participants chose to teach English using both Persian and English and 54% think using Persian to teach English is beneficial for students. Mostly, participants reported that they sometimes encourage and personally use Persian to teach English in different activities. Finally, the educators’ views of taking advantage of the full range of language resources of students by translanguaging techniques could not be clarified by their competence in dealing with complicated work conditions.

As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their classrooms, whereas teachers with maladaptive immunity set into a state of indifference towards their students and complacency without exercising agency. These teachers had surrendered in the face of a multitude of adversities they faced during their professional life. The findings also indicated that in order to influence the development of immunity formation process to gear it towards an adaptive one, teachers’ economic situation should be improved by increasing their salaries, praising and appreciating their efforts, organizing practical in-service teacher training courses, and supporting them at schools by principals and other educational authorities.