FROM UNSEEN TO SEEN: OUR EXPERIENCE OF TEACHING ENGLISH CONTENT COURSES

Abstract

Our study explores our experiences of how we teach English content courses to our students. The content courses are Morphology, English Prose, Teaching of English as a Foreign Language (TEFL), and Cross-Culture Understanding (CCU). Our exploration takes the form of an autobiographical narrative inquiry in which the data source of our study is our autobiography. Our autobiography focuses on our experiences of teaching English content courses which are critically reflected.
Our study provides a perspective on teaching content courses which is commonly known as bringing conceptual and abstract ideas into contextual and real information. There are stages selected as our autobiography, those are, the beginner teacher, the mature teacher, and the confident teacher. Each stage is presented by systematically starting from the narratives, and followed by the analysis.
At the beginning stage of our teaching experiences, we reflected that deductive and inductive of teaching is the common approaches we used. At the middle stage, we engaged with the product and process approaches to teach content courses. At the last stage of our teaching practice, we are aware of the importance of applying autonomous learning in our teaching process.

Keywords: content courses, autobiographical narrative inquiry