The widespread use of English as international language makes it highly important in the world. It is no more working as the status of language of the elite class or educated class of the society such as professors, rather it is working as an instrument to bring success in life. English is recognized as the lingua franca for communication across nations and culture, and is the most desired second or foreign language in most countries in the world. English is used as a second or foreign language in the in workplace, international trade, global media, tourism, business, education, technology, and on diplomatic occasions (Abolghasem Heidarabadi et al, 2012).
Thus, individuals seeking to learn English do so not because it is an enriching second language, or because it is a rewarding pastime. More usually they learn because it affords access. It allows a young woman in Pakistan to communicate with a professor in US, a farmer in Ghana to get international weather reports and commodity prices via his mobile phone, or a student in Myanmar to share hopes and aspirations with community organizations in Belfast or Sarajevo (F. Sülen ùahin, 2010).
Nowadays, teachers also need to learn English language for research works like taking part in conferences of foreign countries and workshops, presenting ISI articles, using world information, etc. Teachers may teach different major but all of them need English language for their educational improvement (Abolghasem Heidarabadi et al, 2012).
Although teachers generally required taking part in professional development by certification or contractual agreements, most report that they engage in these activities because they want to become better teacher. They see professional development programs as among the most promising and most readily available routes to growth on the job (Fullun, 1991, 1993). Many educator, scholars, and policy makers see professional development (PD) as key to improvement of teaching, learning, and schools (e.g., Mourshed, Chijioke, & Barber, 2010; Opfer & Pedder, 2011).
Although research suggests that high-quality PD can improve instruction (Garet, Porter, Desimone, Birman, & Yoon, 2001; Van Den Bergh, Ros, & Beijaard,2014) .In addition professional development programs are systematic efforts to bring about change in the classroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students (Thomas R. Guskey, 2002). What attracts teachers to professional development, therefore, is their belief that it will expand their knowledge and skill, contribute to their growth, and enhance their effectiveness with students (Fullan & Miles, 1992). Non-English Major teachers define as ones who teach a Non-English subject or the teacher’s study or (her or his major) is a Non-English subject.
1.1 Problem Statement:
As English define as an international language that 1.75 billion people spoke it as a first language, second language or foreign language and it used by quarter of the world population, the problem is that Non-English Major Teachers use their mother tongue in most of their work and context (Abolghasem Heidarabadi et al, 2012). This research see whether the knowing English has affect in their profession or not because most of updated material in their teaching process will be access by the English language and teacher should use some of them in their learning process.
1.2 Research Question:
The question is that dose knowing English effect on Non-English Major Teachers’ profession or not?
1.3 Research Objective:
The aim of this study is to investigate that if knowing English has effect on Non-English Major Teachers’ Profession or not.
2. Background of the study:
Interest in learning English has increased to such an extent that English is now considered by many researcher to be an international language (McKay, 2002). English is an international language which can be used for communication with foreigners at home and abroad. Interviews with English language students in six cities (Muscat, Cairo, Rome, Madrid, Kuala Lumpur and Ho Chi Minh City) reveal the range of ways in which courses impact on their live an impact that goes beyond the obvious linguistic goal of accuracy and fluency, Studying English, they reported, enabled them to be more competitive in the job market and to move up the career ladder (Simon Borg,, 2009).
According to Shameem Ahmed (2015) there are many possible reasons for studying a foreign/second language. Probably a major number of language students in the world do it because it is on the curriculum. Some people want to study English or another foreign language because they think it offers a chance for advancement in their professional lives. They will get a better job with two languages than if they only know their mother tongue. English has a special position here since it has become the international language of communication. Some language students find themselves living in a target language community either temporarily or permanently. The students would need to learn English to survive in that community. Students who are going to study at a university in the USA, UK, Australia or Canada, on the other hand, may need English so that they can write reports or essays and function in seminars. The term English for Special or Specific Purposes has been applied to situations where students have some specific reason for wanting to learn the language. Business executives need English for international trade. Waiters may need English to serve the customers. It will be clear from this list that there are many possible reasons for studying a language (Harmer, 2002).
It is the language of science; therefore, all university students, regardless of their specialization, will it in pursing their studies in particular to look for information and acquire knowledge, hence most of the university worldwide include English as one of their requirements (Dr.Khader T.Khadr & Mohammad Shaat).
Weje in Uwaifo (2009) opined that education unlocks the door of modernization and sustainable development and that, it is teachers that hold the key to the door. The whole process of education is shaped and mould by human personality called the teacher, who plays a pivotal role in any education system. Thus, the teacher has the responsibility of translating educational policies into practice and programmes into action.
Consequently for improving teachers in their jobs we need to the professional development program. High quality professional development is a central component in nearly every modern proposal for improving education (Thomas. Guskey, 2002).professional development programs are systematic efforts to bring about change in the classroom practice of teachers, in their attitudes and beliefs, and in the learning outcomes of students (Thomas.R.Guskey, 2002).Even though this is not just about providing professional development but about providing effective professional development. Availability alone is not an issue. In fact, in a recent study, researchers found that while 90 percent of teachers reported participating in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009). This is because most development happens in a workshop-style model which research shows has little to no impact on student learning or teacher practice (Darling-Hammond et al.,2009).
Thus, the real issue isn’t that teacher aren’t provided professional development, but that the typical offering are ineffective at changing teachers’ practice or student teaching (Allison Gulamhussein, 2013). Many researches show that a good professional development program is the program which make teacher change, provide a critical thinking both in student and teacher and increase student learning and achievement (Yoon et al., 2007. Allison Gulamhussein, 2013). It is no longer just to show basic knowledge about a teaching methodology.
Instead, professional development in an era of accountability requires a change in a teacher’s practice that leads to increases in student learning. Hence, the area of greatest struggle is not in learning a new skill but in implementing it, something referred to as the “implementation dip” (Fuller, 2001). This is true with any new skill-learning about writing isn’t as difficult as actually writing, learning about bicycling isn’t as difficult as actually riding a bike, and learning about a teaching method isn’t as difficult as actually implementing it (Allison Gulamhussein, 2013).
In fact, studies have shown that teacher mastery of a new skill takes, on average, 20 separate instances of practice and that number may increase if the skill is exceptionally complex (Joyce & Showers, 2002). The implementation dip is further complicated by the fact that research shows teachers change their underlying beliefs about how to teach something only after they see success with students (Guskey, 2002). Researchers have documented this phenomenon since the 1980s (e.g.Huberman, 1981; Guskey, 1984). Indeed, when teachers do not see success, they tend to abandon the practice and revert to business as usual.
To internalize a practice and change their beliefs, teachers must see success with their students, but student success is very hard to come by initially, as learning new skills takes several attempts to master. Crafting effective professional development means confronting this reality and building a significant amount of support for teachers during the critical implementation phase in one’s actual classroom.
With a profession ensconced in traditional didactic approaches, such radical educational reforms require a substantial change in pedagogical approach. One such approach is the Bridge21model for21st Century teaching and learning (Lawlor, Conneely, & Tangney, 2010), initially developed within a lab-school environment as part of an outreach initiative in the authors’ university. The Bridge 21 model is designed to leverage the potential of technology-mediated learning within collaborative team-based learning, where teachers orchestrate and scaffold activities. The approach to team-work is based on the World Scout Movement model (Benard, 2002). Learners participate in student-led, cross-curricula projects within a learning space configured to support team-based learning and at regular points throughout each project, individuals and teams engage in semi-structured reflective activities (Lawlor et al., 2010).
A considerable body of research identifies characteristics of effective programs. School leaders seeking to provide meaningful learning opportunities for their staff should follow 5 principles. These five below principle is about to bring about change in the classroom practices of teachers.
2.1 Professional development:
Teacher professional development is often thought of as brief, isolated workshops teachers are required to attend, covering topics chosen by someone in the district office (Choy, Chen, & Bugarin, 2006). The responsibility for designing and planning professional development is generally allocated to district administration rather than the recipients of the development-teachers (Choy et al., 2006; Colbert, Brown, Choi, & Thomas, 2008). Because teachers are often not involved in their own professional development, it may not be well aligned with their classroom practice. Colbert et al. (2008) state that prescribed professional development may even “stifle a teacher’s ability to take proactive steps toward improving their (sic) instruction” (p. 148).Several studies found that when teachers were empowered to design their own professional development, they were more likely to engage and show changes in practice (see Choy et al., 2006; Colbert et al., 2008; Gregson & Sturko, 2007; Klein& Riordan, 2009).