Blended Learning as an Effective Approach to English Language Teaching at the Institutions of Higher Learning—A Case Study

ABSTRACT The present study is a focus on the importance of linguistic democracy in English Language Teaching (ELT). The paper discusses the need for utilizing democracy in the educational practices in language teaching. The study is a qualitative case study. Data were collected using interviews, classrooms observations and fieldnotes. The present study examines the conceptions of three participants, university lecturers who were chosen from three faculties, on the role of democracy in language teaching. Additionally, the paper presents the impact of the lecturers' conceptions on their practices in classrooms. In accordance with the obtained data, it was observed that there is a limited knowledge on understanding the role of democracy in language teaching. This was clearly manifested in the classroom practices.

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THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

Social and Natural Sciences Journal ◽

10.12955/snsj.v7i0.414 ◽

2013 ◽

Vol 7 (1) ◽

Cited By ~ 2

Author(s):

Angela Strelchonok ◽

Iveta Ludviga

Keyword(s):

Case Studies ◽

Subject Matter ◽

English Language ◽

Language Teaching ◽

Collaborative Work ◽

Integrated Approach ◽

English Language Teaching ◽

Business English ◽

The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

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CONTENT EDULCORATION AS IDEOLOGY VISUALIZATION IN AN ENGLISH LANGUAGE COURSEBOOK

ΠΡΑΞΗMΑ Journal of Visual Semiotics ◽

10.23951/2312-7899-2020-4-172-193 ◽

2020 ◽

pp. 172-193

Author(s):

Рафаэль Филиберто Фортеса Фернандес ◽

Елена Валерьевна Рубцова ◽

Саймелин Айлээн Фортеса Рохас

Keyword(s):

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Language Awareness ◽

Teacher Language ◽

Post Colonial ◽

Discourse Practices ◽

Western Discourse ◽

The Mind

Основываясь на постструктуралистских определениях дискурса, данное исследование посвящено критике редукционистской сущности канонических определений понятия языковой осведомленности учителя (Teacher Language Awareness – TLA), осознаваемых как формула для регургитации западных дискурсивных практик в преподавании английского языка. Опираясь на принципы мультимодальности и понятие идеологического концептуального квадрата, в статье проводится тематическое исследование, демонстрирующее способы визуализации евро-американской имперской истории в энтекстуализации в неязыковом материале учебников английского языка, где авторы в процессе реэнтекстуализации избегают акцентировать внимание на негативном образе, отрицая не только прошлые колониальные злодеяния, но и их постколониальное повторение, такое как, например, фашизм в Испании. Эта маскировка, или санация, является частью незапятнанного образа Западного проекта, который проецируется в том числе через обучение английскому языку как важный элемент процесса глобализации и его связи с неолиберальными имперскими установками. И этот факт открыто бросает вызов обоснованности концепта языковой осведомленности учителя (TLA) как конструкта. В работе также вводится концепт «edulcoration» (education (образование) + dulce (in Spanish - сладость) + decoration (декорация)), понимаемый как средство синтаксического и лексического манипулирования языком, реализованное также в образах и аудиозаписях, которые делают пригодным для образовательных целей неязыковой материал. С практической точки зрения каждый из примеров, приведенных в исследовании, выражает контрдискурс, необходимый для практик противодействия неоколонизации ума. В работе предлагается переосмысление способов формирования и развития компетенций учителя в эпоху глобализации, а также возможность исследования аналогичных вопросов в других европейских языковых учебниках. Based on post-structural definitions of discourse(s), the article is aimed at criticizing the reductionist essence of canonical definitions of Teacher Language Awareness (TLA)], perceived as a formula for the regurgitation of western discourse practices in the English Language Teaching classroom. Based on a multimodal perspective and an ideological conceptual square, the research reports a case study illustrating how Euro-American imperial history is visualized in its entextualization in the non-language material of an English language textbook. The results of the case study reveal that in the process of re-entextualization the authors have de-emphasized the negative image of the Self by negating not only the Euro-American colonial atrocities but also their post-colonial repetition such as fascism in Spain. This concealment or content sanitation is part of the untarnished image the West projects through ELT as part of its role in the process of globalization and its connection to the neo-liberal empire, a fact that openly challenges the validity of TLA as a construct. The work also introduces the concept ‘content edulcoration’ (education + dulce (in Spanish) + decoration) understood as the means of syntactic and lexical language manipulation as well as its realization in the voice of transcript readers and images, all of which make non-language material suitable for educational purposes. From a practical viewpoint, each of the instances in the case study offers the counter-discourse necessary for resistance to the neo-colonization of the mind. The article suggests a reconceptualization of teacher formation and development in the era of globalization as well as the feasibility of researching similar issues in other major European language teaching textbooks.

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A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i6.p796-804 ◽

2020 ◽

Vol 3 (6) ◽

pp. 796

Author(s):

Asti Gumartifa ◽

Finza Larasati ◽

Syafira Aurelia

Keyword(s):

Blended Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Face To Face ◽

The Past ◽

Ict Use ◽

Learning Platform ◽

Information And Communication ◽

Blended Course

The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.

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The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

PANYONARA: Journal of English Education ◽

10.19105/panyonara.v3i1.4319 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-18

Author(s):

Dalilan ◽

Eka Sartika ◽

Deyana Indah Lestari

Keyword(s):

Intellectual Disability ◽

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Sampling Technique ◽

English Language Teaching ◽

Mental Condition ◽

Study Results ◽

Learning English

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

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