Abstract
Cuba has enjoyed success in educating its population, including preparing teachers of English. This study examines how Cuban teachers of English became interested in learning English and the impact of this language in their lives. Teachers’ pedagogical practices, obstacles they face, and their recommendations for ways to improve English language development in Cuba were also explored. Fourteen educators from two major Cuban cities, Havana and Santiago de Cuba participated in this study and responded to two comprehensive questionnaires. Teachers’ motivation to learn English and recommendations to enhance bilingualism in Cuban schools are provided. Findings provide a better understanding of the connection between teachers’ theoretical perspectives on motivation and self-efficacy, and the pedagogical tools they implement in supporting their students’ second language development.
Presenters
Ali BorjianProfessor, Elementary Education, San Francisco State University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Motivation, Bilingualism, Teachers of English
