Practitioners respond to Freda Mishan's ‘The Global ELT coursebook: A case of Cinderella's slipper?’

2021 ◽  
pp. 1-4
Author(s):  
David Connolly
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Wide Range

First of all, I would like to thank Freda Mishan (2021) for a fascinating and insightful article into English language teaching (ELT) coursebooks. She covers a wide range of perspectives and raises many important issues. Although I may have different views on some of these, I think she has done a great service in helping me look with fresh eyes at what many teachers take for granted: the humble yet ubiquitous ELT coursebook.

Research in English language teaching and learning in Israel (2004–2009)

2010 ◽  
Vol 43 (3) ◽  
pp. 297-319 ◽  
Author(s):  
Larissa Aronin ◽  
Bernard Spolsky
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English For Academic Purposes ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Wide Range ◽  
Teacher Training Programs ◽  
Good Quality Research ◽  
Language Teaching And Learning

The goal of this article is to make research on English language teaching and learning published locally in Israel more widely available. Given that so many Israeli researchers are internationally trained and maintain wide connections, it necessarily omits much important work that appears in European and US journals. It focuses on shorter studies, commonly unfunded, that university teachers in EFL programs or in teacher training programs at smaller colleges conduct in their own time. It represents a wide range of good quality research, ‘glocal’ in that its local production does not compromise potential contributions to global concerns. The main themes treated are the early start of teaching English, the development of an integrated methodology, detailed studies of the teaching of lexicon and writing, specialized studies of dyslexia, computer-assisted instruction, English for academic purposes, and teaching Israeli students who already know some English from home or visits abroad. The overall quality of the research is high, matching all but a few top international journals.

scholarly journals What do we know, not know, and need to know about ELT in Mexico?

2020 ◽  
Vol 1 (2) ◽  
pp. 7-12
Author(s):  
Paul Davies
Keyword(s):  
Common Core ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
General Situation ◽  
The Third ◽  
English Classes ◽  
Wide Range ◽  
Bilingual Schools

English Language Teaching (ELT) in Mexico covers a wide range of situations and results, from bilingual schools achieving excellent results, through language centres achieving generally good results, to common core English programmes in universities that start students at beginner level for the third or fourth time, after a decade or more of English classes at school, and generally fail to get most students beyond A2 level. Those common core university English programmes and other evidence suggest that most ELT in Mexico, especially school ELT, is failing to achieve worthwhile results. Sadly, we know too little for sure about both the successes and the failures of ELT in Mexico, though we can assume or guess a lot. This article considers what we really know about ELT in Mexico, what we do not know and urgently need to find out in order to radically improve the general situation, and how we might find it out.

scholarly journals Language teaching methodology and teacher education: Trends and issues—An interview with Alan Waters

2013 ◽  
Vol 37 (1) ◽  
pp. 21
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Extensive Experience ◽  
Wide Range ◽  
The World

Adopting appropriate teaching methods and designing suitable teaching materials are among the major concerns of language teachers around the world. Although many teachers are eager to find the ‘best’ or most effective ways of teaching, there are no easy answers, given the wide range of sociopolitical contexts in which teaching takes place. In this interview, Alan Waters, a leading expert in English language teaching (ELT) from Lancaster University, talks about the trends and issues surrounding language teaching methodology, materials design, as well as teacher education in ELT. With extensive experience in the field, Alan has taught English as a foreign language and taken part in teacher training projects in various parts of the world, and has published several books and numerous journal articles. He is interested in all the main aspects of the theory and practice of ELT.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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