Literacy Skills Education from the Perspective of English as a Lingua Franca: A Case Study on Taiwanese Students’ Secondary English Language Education Experience

This article briefly looks at the practice of appropriating Western teaching methodologies into the Arab world. It accounts for recent and historical attempts to do so and evaluates the success or otherwise of such practice. The paper adopts Adrian Holliday's (1994) distinction between British, Australian and North American (BANA) context and Tertiary, Secondary, and Primary English language education (TESEP) where the context of the current study fits. The paper argues that appropriating Western methodologies risks alienating the culture from which these teaching approaches come. Since one reason for learning a language is to become familiar with its culture, one may question the need for adapting its teaching methodologies by simply separating it from its cultural values in the first place. The question is that shall one protect his or her cultural identity by dismissing the cultures of other dominant languages? This is a conundrum that cannot be easily saved but one that needs looking at nonetheless. The paper looks at a widely used series of textbooks in a TESEP context and attempts to see if adapting ow local contexts can shape BANA methodologies.

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STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

International Journal of Language and Literature ◽

10.23887/ijll.v2i2.16094 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

GPR Dewi ◽

LDS Adnyani ◽

KS Piscayanti

Keyword(s):

English Language ◽

Online Discussion ◽

Case Study Research ◽

Language Education ◽

Positive Perception ◽

English Language Education ◽

Interview Guide ◽

Asynchronous Online Discussion ◽

Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

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PROJECT BASED LEARNING IN TRANSLATION CLASS

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v7i2.2656 ◽

2019 ◽

Vol 7 (2) ◽

pp. 101

Author(s):

Apandi Apandi ◽

Devi Siti Sihatul Afiah

Keyword(s):

English Translation ◽

English Language ◽

Learning Experience ◽

Learning Experiences ◽

Language Education ◽

Project Based Learning ◽

English Language Education ◽

Study Approach ◽

Collection Methods

PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: [email protected] Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonÂ Â AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience

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STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

International Journal of Language and Literature ◽

10.23887/ijll.v3i1.20597 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Dewi G.P.R ◽

Adnyani L.D.S. ◽

Piscayanti K.S.

Keyword(s):

English Language ◽

Online Discussion ◽

Case Study Research ◽

Language Education ◽

Positive Perception ◽

English Language Education ◽

Interview Guide ◽

Asynchronous Online Discussion ◽

Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

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Englishes in the Expanding Circle: Focus on Asia

Russian Journal of Linguistics ◽

10.22363/2687-0088-2020-24-3-551-568 ◽

2020 ◽

Vol 24 (3) ◽

pp. 551-568

Author(s):

Andy Kirkpatrick

Keyword(s):

Foreign Language ◽

South Korea ◽

English Language ◽

Native Speaker ◽

Language Education ◽

English Language Education ◽

Lingua Franca ◽

Expanding Circle ◽

Original Classification

In Kachrus original classification, the countries of the Expanding Circle were those where English was learned primarily as a foreign language in schools. English did not play an institutional role within the country. As such they were norm-dependent countries relying on exonormative native speaker standards as models and targets for learners of English. In recent years, however, the role(s) of English in many Expanding Circle countries of Asia - these include the economic powerhouses of China, Japan and South Korea - have increased exponentially both within the countries (as English becomes increasingly important as a language of education, for example) and between the countries as a lingua franca (English has been enshrined as the sole working language of the Association of Southeast Asian Nations (ASEAN), for example). The aim of this article is to describe how these roles of English in the Expanding Circle countries of Asia have developed. I shall focus on the role of English as a language of education in describing how the role of English has developed within countries and on the role of English as a lingua franca in describing how the role of English has developed between the Expanding Circle countries of Asia. I shall conclude by considering the implications of these developments for English language education pedagogy and policy.

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Conceptualising English as a global contact language

Englishes in Practice ◽

10.1515/eip-2017-0002 ◽

2017 ◽

Vol 4 (2) ◽

pp. 31-49 ◽

Cited By ~ 9

Author(s):

Tomokazu Ishikawa

Keyword(s):

English Language ◽

Social Systems ◽

First Language ◽

Full Range ◽

Language Education ◽

English Language Education ◽

Lingua Franca ◽

Speech Communities ◽

Raising Awareness ◽

Contact Language

Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.

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Developing Language Skills through Students’ Quality Circle (SQC) Way: An Innovative Approach to Language Teaching and Learning

Studies in ELT and Applied Linguistics ◽

10.3126/seltal.v1i1.40609 ◽

2021 ◽

Vol 1 (1) ◽

pp. 79-95

Author(s):

Lekhnath Pathak

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

English Language ◽

Language Skills ◽

Language Education ◽

Historical Background ◽

English Language Education ◽

Meaningful Context ◽

Tools And Techniques

This article proposes SQC framework for English language education. The meaningful context in which the language activities take place as the students work through the cycle of problem solving provides rich opportunity to develop their language skills. Theoretical, conceptual and historical background and framework, stages of SQC case study, tools and techniques used in problem solving to develop the students’ personality, language and SQC interface and sample SQC case study have been discussed in this paper. The potential of SQC leading to TQC for professional development and its potential to inform and refine the ELT curriculum has been proposed. The systematic and scientific approach that SQC adopts has tremendous future potentials in academia.

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Examining Text Coherence in Graduate Students of English Argumentative Writing: Case Study

10.31235/osf.io/2zpsm ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Sri Wuli Fitriati ◽

Fadhila Yonata

Keyword(s):

Graduate Students ◽

Academic Writing ◽

English Language ◽

Language Education ◽

English Language Education ◽

Central Java ◽

Text Coherence ◽

Cohesive Devices ◽

Argumentative Texts

This study aims at examining the writing skills of a group of Indonesian graduate students of English. A particular attention has been focused on the coherence of their production of argumentative texts. Employing a discourse analytical case study, three texts written by three Master’s degree students of the English language education at a local university in Central Java, Indonesia, were analyzed. Coherence and cohesion is inextricable in which both are crucial in academic writing as to achieve a makes-sense text. Therefore, it is an urgent need to look at the writing competency of students as they are at graduate level, majoring in the English language education. The texts produced by the students were scrutinized through the lens of micro- and macro-level coherence (Thornburry, 2005). From this theory, cohesion is involved in micro level coherence. The findings indicate that the students show a bit weakness on achieving coherent texts due to lack of optimization of cohesive devices especially conjunctions to create interconnectedness of the whole sentences in the texts.

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