Resisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students speaking, communicative, and cooperative skills in post-communist Poland, in the era of Polands membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.
Preface
Acknowledgements
Note on the Author
1 Introduction
Historical Overview
Definitions of Terms
Background of the Study
The Need to Understand Changes in EFL Teaching
The Purpose and the Significance of the Study
Research Question
Summary
2 Literature Review
Introduction
Grammatical/Grammar-Based Approach
Communicative Approach
Cognitive Approach
Summary of the Three Teaching Approaches
Process of Democratization of Education in Poland
The Use of Technology in Instruction
Student-Centered Instruction
Teaching and Learning in an Authentic Environment
Summary
3 Methods
Introduction
Purpose of the Study
Research Design
Description of the Participants
Instrumentation
Research Procedure
Data Collection
Data Analysis
Validity of the Study
Summary
4 Findings
Introduction
The Site of the Study
Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations
Portrait of Each of the Participants
Portrait of Participant One: Anna
Portrait of Participant Two: Barbara
Portrait of Participant Three: Helena
Portrait of Participant Four: Lidia
Portrait of Participant Five: Maria
Analysis of the Profiles
Five Common Themes of the Five Participants
Summary
5 Discussion
Introduction
Review of Methodology
Contextualization of the Research
Summary of Findings
Limitations of the Study
Suggestions for the Future Research
Journey as a Researcher
Summary
Conclusion
References
Ewa Barbara Krawczyk, PhD (2016), Literacy Source, is a teacher of English as Second Language to immigrants and refugees at that organization in Seattle. She has published articles and book chapters on bilingual education and TESOL, including 'Comparative Discourse Analysis: Dichotomous Reality from a Polish Immigrants Perspective' in P. W. Orelus (Ed.). Language, Race, and Power in Schools: A critical discourse analysis (Routledge, 2016).
