Martha C Pennington
Biographic Data
| ID | 99436 |
|---|---|
| NAME | Martha C Pennington |
| GIVEN NAMES | Martha C |
| FAMILY NAME | Pennington |
| SIGNATURE | PENNINGTON M C |
| AFFILIATIONS | City University of Hong Kong |
| ORCID | 0000-0002-3254-6281 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors
This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with the possibilities and potentials provided in the institutional identity of teacher and the content a…
Framing English language teaching
Real language phonology: Optimality Theory meets sociolinguistics
Book reviewed in this article: April McMahon (ed.), Change, Chance, and Optimality
Language in Hong Kong at Century's end
This volume offers a view of the linguistic situation in Hong Kong in the final years of the twentieth century, as it enters the post-colonial era
Framing Bilingual Classroom Discourse: Lessons from Hong Kong Secondary School English Classes
A model of bilingual classroom discourse is presented as a set of communicational frames illustrated by data from secondary English classes in Hong Kong. The 'innermost' frame, where the second language, English, is most likely to occur, is that in which the lesson is conducted. Linked to this lesson frame is a lesson-support frame which functions to structure communication and behaviour. The teacher is the main participant in this frame, though …
The folly of language planning; Or, A brief history of the English language in Hong Kong
How mixed language usage evolved as a natural compromise between educational policy and social reality
Projecting classroom language use in a group of bilingual graduates of a Batesl course
Forty‐eight graduating native Cantonese‐speaking students on a BA Honours course in Teaching English as a Second Language responded to a questionnaire about their ability in English, their use of English — including code‐switching and code‐mixing — in their daily life and their practice teaching on the course, and their view of the appropriateness of dual‐language use in the English classroom for different purposes. Responses indicate that the st…
The “cognitive-affective filter” in teacher development: Transmission-based and interpretation-based schemas for change
Factors shaping the introduction of process writing in Hong Kong secondary schools
This paper describes the initial stage of a research project designed to evaluate the adoption of process writing by a group of eight secondary English teachers in Hong Kong. The discussion of the project and the profile of its participants is set in Rogers’ (1983) framework for describing the process of adoption of innovations, including the nature of the innovation and how it is perceived by potential adopters, the communications channels for d…
The Teacher Change Cycle
English and Chinese in Hong Kong: Pre-1997 Language Attitudes
This study assesses the attitudes towards English and Chinese existing among secondary students in Hong Kong at the present time, with a view towards the imminent change in government which will take place in 1997. Using the same survey instrument as employed in an earlier study (Pierson et al., 1980), the authors surveyed 285 students in lower and upper secondary classes at selected public schools throughout the territory. The results indicate a…
Motivating English language teachers through job enrichment
Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. By attending to these job design principles, those charged with setting up and running English language teaching units create the conditions for teachers to reap the maximum rewards from their profession, including opportunities for long‐…
Beyond off-the-shelf computer remedies for student writers: Alternatives to canned feedback
Building Better English Language Programs: Perspectives on Evaluation in ESL
N This refreshing collection of articles edited by Martha C. Pennington should interest and be of use to evaluators, program administrators, and other ESL professionals. The book is a welcome addition to my bookshelf, and is highly recommended for several reasons. First, it is the first ESL evaluation book. While there are many other works that touch on evaluation areas with reference to ESL programs, this book brings together twelve articles on …
Work satisfaction and the ESL profession
This paper reviews the topic of work satisfaction with particular reference to the ESL field. An overview of the literature indicates that work satisfaction is a complex response which incorporates many influences inside and outside of the work environment. The available survey data, primarily from members of the TESOL organisation, suggest that ESL practitioners are basically satisfied with their work, though they experience dissatisfactions in …
Positive and negative potentials of word processing for ESL writers
The Foreign Teaching Assistant's Manual
Directions for faculty evaluation in language education
Approaches, concepts and problems in the evaluation of second and foreign language education are reviewed. The review examines current instruments, methods and procedures of evaluation and identifies five main needs: (1) critical analysis and development of evaluation approaches, (2) preparation for responsible evaluation by teachers and administrators, (3) a clear view of evaluation in the micro and macro contexts, (4) a developmental perspectiv…
Approaches to Faculty Evaluation for ESL
On the basis of research on teacher evaluation in the larger educational context, this paper assesses the applicability to ESL of seven common faculty evaluation methods: teacher interviews, competency tests, student evaluations, student achievement, classroom observation, peer review, and faculty self-evaluation. Each method is assessed in terms of its strengths and limitations with regard to faculty evaluation in general and for TESOL in partic…
Pronunciation Revisited
The Teacher/Learner Interaction Series: Three Videotapes for ESL Teacher-Training Workshops
Language in Hong Kong at Century's end
This volume offers a view of the linguistic situation in Hong Kong in the final years of the twentieth century, as it enters the post-colonial era
English and Chinese in Hong Kong: Pre-1997 Language Attitudes
This study assesses the attitudes towards English and Chinese existing among secondary students in Hong Kong at the present time, with a view towards the imminent change in government which will take place in 1997. Using the same survey instrument as employed in an earlier study (Pierson et al., 1980), the authors surveyed 285 students in lower and upper secondary classes at selected public schools throughout the territory. The results indicate a…
Pronunciation Revisited
Framing English language teaching
Projecting classroom language use in a group of bilingual graduates of a Batesl course
Forty‐eight graduating native Cantonese‐speaking students on a BA Honours course in Teaching English as a Second Language responded to a questionnaire about their ability in English, their use of English — including code‐switching and code‐mixing — in their daily life and their practice teaching on the course, and their view of the appropriateness of dual‐language use in the English classroom for different purposes. Responses indicate that the st…
The “cognitive-affective filter” in teacher development: Transmission-based and interpretation-based schemas for change
Beyond off-the-shelf computer remedies for student writers: Alternatives to canned feedback
Directions for faculty evaluation in language education
Approaches, concepts and problems in the evaluation of second and foreign language education are reviewed. The review examines current instruments, methods and procedures of evaluation and identifies five main needs: (1) critical analysis and development of evaluation approaches, (2) preparation for responsible evaluation by teachers and administrators, (3) a clear view of evaluation in the micro and macro contexts, (4) a developmental perspectiv…
The Teacher Change Cycle
Motivating English language teachers through job enrichment
Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. By attending to these job design principles, those charged with setting up and running English language teaching units create the conditions for teachers to reap the maximum rewards from their profession, including opportunities for long‐…
Work satisfaction and the ESL profession
This paper reviews the topic of work satisfaction with particular reference to the ESL field. An overview of the literature indicates that work satisfaction is a complex response which incorporates many influences inside and outside of the work environment. The available survey data, primarily from members of the TESOL organisation, suggest that ESL practitioners are basically satisfied with their work, though they experience dissatisfactions in …
Approaches to Faculty Evaluation for ESL
On the basis of research on teacher evaluation in the larger educational context, this paper assesses the applicability to ESL of seven common faculty evaluation methods: teacher interviews, competency tests, student evaluations, student achievement, classroom observation, peer review, and faculty self-evaluation. Each method is assessed in terms of its strengths and limitations with regard to faculty evaluation in general and for TESOL in partic…
The Teacher/Learner Interaction Series: Three Videotapes for ESL Teacher-Training Workshops
Pronunciation Revisited
Directions for faculty evaluation in language education
Approaches, concepts and problems in the evaluation of second and foreign language education are reviewed. The review examines current instruments, methods and procedures of evaluation and identifies five main needs: (1) critical analysis and development of evaluation approaches, (2) preparation for responsible evaluation by teachers and administrators, (3) a clear view of evaluation in the micro and macro contexts, (4) a developmental perspectiv…
Approaches to Faculty Evaluation for ESL
On the basis of research on teacher evaluation in the larger educational context, this paper assesses the applicability to ESL of seven common faculty evaluation methods: teacher interviews, competency tests, student evaluations, student achievement, classroom observation, peer review, and faculty self-evaluation. Each method is assessed in terms of its strengths and limitations with regard to faculty evaluation in general and for TESOL in partic…
The Foreign Teaching Assistant's Manual
Work satisfaction and the ESL profession
This paper reviews the topic of work satisfaction with particular reference to the ESL field. An overview of the literature indicates that work satisfaction is a complex response which incorporates many influences inside and outside of the work environment. The available survey data, primarily from members of the TESOL organisation, suggest that ESL practitioners are basically satisfied with their work, though they experience dissatisfactions in …
Positive and negative potentials of word processing for ESL writers
Motivating English language teachers through job enrichment
Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. By attending to these job design principles, those charged with setting up and running English language teaching units create the conditions for teachers to reap the maximum rewards from their profession, including opportunities for long‐…
Beyond off-the-shelf computer remedies for student writers: Alternatives to canned feedback
Building Better English Language Programs: Perspectives on Evaluation in ESL
N This refreshing collection of articles edited by Martha C. Pennington should interest and be of use to evaluators, program administrators, and other ESL professionals. The book is a welcome addition to my bookshelf, and is highly recommended for several reasons. First, it is the first ESL evaluation book. While there are many other works that touch on evaluation areas with reference to ESL programs, this book brings together twelve articles on …
English and Chinese in Hong Kong: Pre-1997 Language Attitudes
This study assesses the attitudes towards English and Chinese existing among secondary students in Hong Kong at the present time, with a view towards the imminent change in government which will take place in 1997. Using the same survey instrument as employed in an earlier study (Pierson et al., 1980), the authors surveyed 285 students in lower and upper secondary classes at selected public schools throughout the territory. The results indicate a…
Factors shaping the introduction of process writing in Hong Kong secondary schools
This paper describes the initial stage of a research project designed to evaluate the adoption of process writing by a group of eight secondary English teachers in Hong Kong. The discussion of the project and the profile of its participants is set in Rogers’ (1983) framework for describing the process of adoption of innovations, including the nature of the innovation and how it is perceived by potential adopters, the communications channels for d…
The Teacher Change Cycle
The “cognitive-affective filter” in teacher development: Transmission-based and interpretation-based schemas for change
Projecting classroom language use in a group of bilingual graduates of a Batesl course
Forty‐eight graduating native Cantonese‐speaking students on a BA Honours course in Teaching English as a Second Language responded to a questionnaire about their ability in English, their use of English — including code‐switching and code‐mixing — in their daily life and their practice teaching on the course, and their view of the appropriateness of dual‐language use in the English classroom for different purposes. Responses indicate that the st…
The folly of language planning; Or, A brief history of the English language in Hong Kong
How mixed language usage evolved as a natural compromise between educational policy and social reality
Framing Bilingual Classroom Discourse: Lessons from Hong Kong Secondary School English Classes
A model of bilingual classroom discourse is presented as a set of communicational frames illustrated by data from secondary English classes in Hong Kong. The 'innermost' frame, where the second language, English, is most likely to occur, is that in which the lesson is conducted. Linked to this lesson frame is a lesson-support frame which functions to structure communication and behaviour. The teacher is the main participant in this frame, though …
Language in Hong Kong at Century's end
This volume offers a view of the linguistic situation in Hong Kong in the final years of the twentieth century, as it enters the post-colonial era
Real language phonology: Optimality Theory meets sociolinguistics
Book reviewed in this article: April McMahon (ed.), Change, Chance, and Optimality
Framing English language teaching
Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors
This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with the possibilities and potentials provided in the institutional identity of teacher and the content a…
Psychology (18 works) · EFL/ESL Teaching and Learning (14 works) · Mathematics education (14 works) · Linguistics (12 works) · Pedagogy (12 works) · Computer Science (8 works) · Second Language Learning and Teaching (8 works) · Sociology (8 works) · Engineering (7 works) · Multilingual Education and Policy (7 works)