e-Pedagogium 2024, 24(4):21-32 | DOI: 10.5507/epd.2025.004

Glass ceiling as a limit for learning and self-development

Ondřej Dudaa, Steve Morrisb, Linda Valešovác
b Institute of Foreign Languages, Faculty of Education, Palacký University Olomouc, Žižkovo nám. 5, 779 00 Olomouc, Czech Republic

This theoretical paper explores the 'glass ceiling' concept in education, defined as the plateau learners reach in their development, with language learning used as an example. It argues that traditional language teaching methods, with their reliance on textbooks, teacher-led instruction, and a focus on grammar and vocabulary, can contribute to this plateau by overlooking individual student progress and personal development. The study examines how the school and classroom environment, including pedagogical approaches like creating a safe learning space, providing feedback, and incorporating peer assessment, can influence this phenomenon. Using language learning as a primary example, the paper analyses the factors contributing to the glass ceiling effect and concludes with practical recommendations for teachers to address this challenge and foster student growth.

Keywords: Glass ceiling, learning, limits, self-development, language learning, teaching approach.

Received: February 21, 2025; Revised: March 3, 2025; Accepted: December 4, 2024; Published: April 1, 2025  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Duda, O., Morris, S., & Valešová, L. (2024). Glass ceiling as a limit for learning and self-development. e-Pedagogium, 24(4), 21-32. doi: 10.5507/epd.2025.004
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Avazmatova, M. (2022). The role of learner autonomy in foreign language learning. Humanizing Language Teaching, 24(4). Retrieved from https://www.hltmag.co.uk/aug22/role-of-learner-autonomy.
    2. Bahous, R., Bacha, N. N., & Nabhani, M. (2011). Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3), 33-43. https://doi.org/10.5539/elt.v4n3p33 Go to original source...
    3. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Open University Press.
    4. British Council. (n.d.). Error correction. Teaching English. Retrieved from: https://www.teachingenglish.org.uk/professional-development/teachers/assessing-learning/articles/error-correctionBrookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. Jossey-Bass.
    5. Carless, D., & Winstone, N. (2020). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
    6. Duda, O. & Chmelařová, L. (2018). The changing role of sociolin­guis­tics and its reflection in ELT. Online. e-Pedagogium, 18(2), s. 64-73. Dostupné z: https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogium_2-2018online.pdf. Go to original source...
    7. Dörnyei, Z. (2007). Creating a motivating classroom environment. Cambridge University Press. Go to original source...
    8. Dörnyei, Z. (2009). The psychology of the language learner: Individual differences in language aptitude, motivation, and strategy use. Routledge.
    9. Duda, O. & Valešová, L., 2021. Translation in Context as a Beneficial teaching approach. Online. e-Pedagogium, 21(4), 14-25. Retrieved from https://e-pedagogium.upol.cz/pdfs/epd/2020/04/02.pdf. Go to original source...
    10. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
    11. Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.
    12. Güneş, S. (2011). The background factors that influence learners' English proficiency. Bilkent University. https://repository.bilkent.edu.tr/server/api/core/bitstreams/64b3b3d5-c672-452a-bd1c-414976a0cb10/content
    13. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
    14. Speaky. (2023). Proven Ways to Break Through Language Plateaus (by Experts). Retrieved from https://www.speaky.com/proven-ways-to-break-through-language-plateaus-by-experts/
    15. Jagersma, J. (2010). Empowering students as active participants in curriculum design and implementation. ERIC. https://files.eric.ed.gov/fulltext/ED514196.pdf
    16. Jaques, D. (2000). Learning in groups: A handbook for improving group work. Kogan Page.
    17. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3-4), 85-118.
    18. Jůvová, A. (2023). Dovednosti pro 21. století v edukační praxi: teoretický rámec. Online. In De Vos, M.; Duda, O.; Jůvová, A.; Stuit, P. & Velthuis, Ch. Evropský učitel jako reflektivní praktik. Dovednosti pro 21. století v edukaci. Olomouc: Univerzita Palackého, s. 10-18. ISBN 978-80-244-6284-4. Retrieved from: https://www.flipbookpdf.net/web/site/8ecb05d1abc3f8155734df42e85f07fc0d7f4b0c202305.pdf.html#page/5.
    19. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
    20. Lewis, M. (1993). The Lexical Approach: The State of ELT and the Way Forward. Language Teaching Publications.
    21. Lubicz-Nawrocka, T. (2018). Students as partners in learning and teaching: The benefits and challenges of co-creation. International Journal for Students as Partners, 2(1), 47-63. Go to original source...
    22. Lubicz-Nawrocka, T. (2019). Co-creation of the curriculum: Challenging the status quo to embed partnership. Higher Education, 78(2), 193-209.
    23. Moeller, A. J., & Catalano, T. (2015). Foreign language teaching and learning. In Wright, J. D. (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 9, pp. 327-332). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92082-8 Go to original source...
    24. Morris, S., & Řeřicha, V. (2023). A Lack of Qualitative Leap in EFL. e-Pedagogium, 23(2), 5-23. DOI: 10.5507/epd.2023.006. Go to original source...
    25. Nakamura, T. (1997). What Makes Language Learners False Beginners? Japan. Retrieved from: https://files.eric.ed.gov/fulltext/ED420194.pdf.
    26. Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press. Go to original source...
    27. Parrish, B. (2020). Placing learners at the centre of teaching. Cambridge English. Retrieved from: https://www.cambridge.org/elt/blog/2020/01/07/betsy-parrish-learner-centred-teaching/
    28. Politico. (2008). Breaking the Glass Ceiling. Retrieved from https://www.politico.com/story/2008/06/breaking-the-glass-ceiling-010775
    29. Práger, L., & Řeřicha, V. (2019). The Loneliness of the Teacher in Digital Environment: Changing Education in Contemporary School. Hradec Králové Journal of Anglophone Studies, (1).
    30. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Go to original source...
    31. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. Go to original source...
    32. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford University Press Neil Postman, Charles Weingartner - Teaching as A Subversive Activity Publication. Delacorte Press, Dell Publishing Co., 750 3rd Ave., New York, N.Y.
    33. TESOL International Association. (n.d.). Error correction. Retrieved from https://www.tesol.org/Topping, K. J. (1998). Peer-assisted learning. Routledge.
    34. Topping, K. J. (2017). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and Psychology, 1(1), 1-17. https://doi.org/10.31532/InterdiscipEducPsychol.1.1.004 Go to original source...
    35. Wahyana, A. (2020). Error correction: Is it necessary and beneficial? Universitas Kristen Satya. Wacana. https://repository.uksw.edu/bitstream/123456789/20495/1/ARTICLE_Antonius%20Wahyana_Error%20Correction%20Is%20It%20Necessary%20and%20Beneficial.pdf
    36. Weymer, M. (2013). Learner-centered teaching. Five key changes to practice. Second edition. San Francisco. Retrieved from: https://books.google.cz/books?hl=en&lr=&id=pGBwO7uMmj4C&oi=fnd&pg=PR1&dq=learner+centered&ots=ypOOjcyYbY&sig=4x8muabBw4GykIgYwPUrqSUoXOY&redir_esc=y#v=onepage&q=learner%20centered&f=false
    37. Williams, A. (2024). Delivering effective student feedback in higher education: An evaluation of the challenges and best practice. International Journal of Research in Education and Science, 10(2), 473-501. https://files.eric.ed.gov/fulltext/EJ1426687.pdf Go to original source...
    38. Yen, H., Hien, N., & Qyuen, T. (2019). Classroom climate and language learning outcomes. Journal of Language and Education, 5(2), p. 54-67. https://doi.org/10.17323/jle.2019.5.2.54-67 Go to original source...
    39. Yu, S., & Lee, I. (2016). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494. https://doi.org/10.1002/tesq.296 Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content