William F Perales
Datos Biográficos
| ID | 8324532 |
|---|---|
| NOMBRE | William F Perales |
| NOMBRES | William F |
| APELLIDO | Perales |
| FIRMA | PERALES W F |
| AFILIACIONES | Walailak University |
| ORCID | 0000-0002-8293-4362 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Teacher agency toward queer language pedagogy
Despite the growing body of research on queer pedagogy, studies examining how queer language teachers exercise agency in their everyday pedagogical practices remain limited. This qualitative, exploratory study investigates teacher agency among queer language teachers in Thailand, using data from 17 queer teachers collected through open-ended surveys and follow-up semi-structured interviews with 10 participants. The findings indicate that teacher …
Decolonizing higher education institutions’ language curriculum
Decoloniality is essential for building just and equitable institutions and requires discourse, action, and education to address societal injustices. As language teachers, we believe that decolonizing the language curriculum is crucial for developing an educational framework that values local identities, knowledge systems, and languages. This collaborative autoethnography examines our perspectives and experiences as we navigate decolonial practic…
Language teachers’ awareness of their accents at a Thai university
The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking Englis…
Exploring the concept of pedagogical resilience during the Covid-19 pandemic
This brief research report aimed to explore the concept of pedagogical resilience and how teachers in Thailand and the Philippines build resilience in pedagogy during the COVID-19 pandemic. Employing the qualitative research design, the data were obtained from the focus group discussion (FGD) and semi-structured interviews with 12 teachers, 8 of whom were from 1 of the universities in the Philippines and another four teachers from a university in…
Hybrid Teaching
While a number of studies have previously conceptualized hybrid teaching, often used interchangeably with blended learning during the pre-COVID19 pandemic, hybrid teaching has been undertheorized and unexplored during and post-COVID19 pandemic when schools have slowly opened their classrooms for students. This paper explores the concept of hybrid teaching (also referred to as hybrid classroom instruction and hybrid learning) and how such teaching…
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Exploring the concept of pedagogical resilience during the Covid-19 pandemic
This brief research report aimed to explore the concept of pedagogical resilience and how teachers in Thailand and the Philippines build resilience in pedagogy during the COVID-19 pandemic. Employing the qualitative research design, the data were obtained from the focus group discussion (FGD) and semi-structured interviews with 12 teachers, 8 of whom were from 1 of the universities in the Philippines and another four teachers from a university in…
Hybrid Teaching
While a number of studies have previously conceptualized hybrid teaching, often used interchangeably with blended learning during the pre-COVID19 pandemic, hybrid teaching has been undertheorized and unexplored during and post-COVID19 pandemic when schools have slowly opened their classrooms for students. This paper explores the concept of hybrid teaching (also referred to as hybrid classroom instruction and hybrid learning) and how such teaching…
Language teachers’ awareness of their accents at a Thai university
The need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking Englis…
Teacher agency toward queer language pedagogy
Despite the growing body of research on queer pedagogy, studies examining how queer language teachers exercise agency in their everyday pedagogical practices remain limited. This qualitative, exploratory study investigates teacher agency among queer language teachers in Thailand, using data from 17 queer teachers collected through open-ended surveys and follow-up semi-structured interviews with 10 participants. The findings indicate that teacher …
Decolonizing higher education institutions’ language curriculum
Decoloniality is essential for building just and equitable institutions and requires discourse, action, and education to address societal injustices. As language teachers, we believe that decolonizing the language curriculum is crucial for developing an educational framework that values local identities, knowledge systems, and languages. This collaborative autoethnography examines our perspectives and experiences as we navigate decolonial practic…
Mathematics education (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Conceptualization (2 obras) · EFL/ESL Teaching and Learning (2 obras) · Medicine (2 obras) · Multilingual Education and Policy (2 obras) · Pandemic (2 obras)