Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020

Teaching English ◽

School Students ◽

Abstract This article presents research on teaching English in Israel, a vibrant multilingual country, in the period between 2014 and 2020. After a brief introduction to the current approach to English language teaching around the world, it outlines the studies investigating: (a) learners of English, (b) English teachers, and (c) methods that are used in the country for teaching English. We explore how various student populations, Arabs, Bedouins, Circassians, Druze, Charedi (ultra-orthodox Jews), Jews, and foreign students, are taught English as well as their attitudes to this language. Then, we discuss research investigating different categories of English teachers in Israel, including teachers in Arab and Jewish sectors, the teachers labeled as ‘native speakers’, and also teacher trainers and teacher-training principles. We look at secondary and high school students, including those in special education, as well as those who take English courses in tertiary educational institutions. Finally, we are interested in whether innovative teaching methods compete with the conventional ones and which groups of learners have access to the former. Throughout the article, we aim to show to what extent practitioners and researchers are aware of the present-day realities of the interconnectedness of ‘teacher, student, and method’ elements and the impact of multilingualism on English teaching in Israel. This Country in Focus report also considers the current holistic perspective on English language teaching. This language should not be taught in isolation but work in concert with other contact languages.

Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

Research in Pedagogy ◽

10.5937/istrped2101063m ◽

2021 ◽

Vol 11 (1) ◽

pp. 63-84

Author(s):

Sevim Maviş ◽

Fevzi Dursun

Keyword(s):

Language Learning ◽

English Language ◽

Secondary School Teachers ◽

Language Teaching ◽

Foreign Language Learning ◽

Structured Interview ◽

Teaching English ◽

Black Sea Region ◽

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students

Jurnal Studi Guru dan Pembelajaran ◽

10.30605/jsgp.2.1.2019.1262 ◽

2019 ◽

Vol 2 (1) ◽

pp. 33-39

Author(s):

Muhammad Affan Ramadhana ◽

Opik Dwi Indah ◽

Suhardi Suhardi

Keyword(s):

High School ◽

High School Students ◽

English Language ◽

Language Teaching ◽

Senior High School ◽

School Students ◽

Instructional Activities ◽

Senior High School Students ◽

Language Type

English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.

Receptive vocabulary measures for EFL Costa Rican high school students

International Journal of English Studies ◽

10.6018/ijes/2017/2/265681 ◽

2017 ◽

Vol 17 (2) ◽

pp. 81

Author(s):

Damaris Castro-García

Keyword(s):

High School Students ◽

Foreign Language ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Costa Rican ◽

Vocabulary Knowledge ◽

Receptive Vocabulary ◽

School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

PROBLEMS ENCOUNTERED IN ENGLISH LANGUAGE TEACHING ACCORDING TO HIGH SCHOOL STUDENTS

the Journal of Academic Social Sciences ◽

10.16992/asos.11711 ◽

2016 ◽

Vol 38 (38) ◽

pp. 328-328

Author(s):

Serdar ERDEM

Keyword(s):

High School ◽

High School Students ◽

English Language ◽

Language Teaching ◽

School Students

Video subtitle to teach listening skill of junior high school students

JEES (Journal of English Educators Society) ◽

10.21070/jees.v5i2.874 ◽

2020 ◽

Vol 5 (2) ◽

pp. 149-153

Author(s):

Mutmainnah Mustofa ◽

Ani Sukma Sari

Keyword(s):

High School Students ◽

Junior High School ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

School Students ◽

Listening Skill ◽

Short Period ◽

Respective Field

A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but not least, it is expected that learning with video caption can be an alternative and beneficial media for teaching, in particular, listening skill.

THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS’ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018

EDUPEDIA ◽

10.24269/ed.v2i2.145 ◽

2018 ◽

Vol 2 (2) ◽

pp. 129

Author(s):

Novia Ella Febriana ◽

Bambang Harmanto ◽

Ana Maghfiroh

Keyword(s):

High School Students ◽

Creative Writing ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

School Students ◽

Before And After ◽

The Subject ◽

Academic Year

This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students’ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students’ writing learning activities before and after the research and monitoring the development of the students’ tasks by guiding them in creative writing. The researcher also makes the interview with the students’ experienced when they’re conducting writing activities. The data comes from students’ interviews and observation conducts to students’ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students’ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.

The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms

Language Testing in Focus: An International Journal ◽

10.32038/ltf.2020.02.03 ◽

2020 ◽

Vol 2 ◽

pp. 22-33

Author(s):

Neda Moradi

Keyword(s):

High School Students ◽

Classroom Management ◽

Communication Skills ◽

Student Development ◽

English Language ◽

Management Style ◽

School Students ◽

Learning Abilities ◽

The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

THE IMPACT OF MULTIMODAL INSTRUCTION ON THE ACQUISITION OF VOCABULARY

Trabalhos em Linguística Aplicada ◽

10.1590/010318134842170942 ◽

2016 ◽

Vol 55 (1) ◽

pp. 129-154

Author(s):

Melisa Millaray Acuña Cárcamo ◽

Romina Amanda Concha Cartes ◽

Ninoska Ester Estrada Velásquez ◽

Claudio Heraldo Díaz Larenas

Keyword(s):

Public Schools ◽

Action Research ◽

Learning Style ◽

English Language ◽

Vocabulary Acquisition ◽

Language Teaching ◽

School Students ◽

Post Test ◽

ABSTRACT The use of inadequate and outdated practices, such as memorizing lists of decontextualized words and the excessive use of translation when teaching vocabulary, represent a prevailing problem in English language teaching. This study aims to determine whether the use of multimodality significantly improves vocabulary acquisition among school students. To determine how the use of multimodality affects vocabulary acquisition, this study was conducted in four groups, 8th, 9th, 10th and 11th graders, from two semi-public schools. The action research intervention was divided into five sessions, in which thirty words were taught in total, dividing them into six words per lesson. To measure the progress, students were given a pre-test before the intervention, and a post-test after being exposed to multimodal input. In addition, a learning style test (VARK) was administered to help them adapt to the material and activities to be applied. The results showed that there is statistically significance between the pre-test and post-test, so it is accepted the research hypothesis Does the use of multimodality in the classroom improve the acquisition of vocabulary in 8th, 9th, 10th and 11th graders from semi-public schools?

INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v12i2.202 ◽

2020 ◽

Vol 12 (2) ◽

pp. 304-315

Author(s):

Sitti Hadijah ◽

Marhamah Marhamah ◽

Shalawati Shalawati

Keyword(s):

High School ◽

High School Students ◽

Learning Process ◽

English Language ◽

Language Teaching ◽

Current Trend ◽

Senior High School ◽

School Students ◽

Senior High School Students

This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students.

Compound Words: Implementation in English Language Teaching

IJECA (International Journal of Education and Curriculum Application) ◽

10.31764/ijeca.v0i0.1987 ◽

2018 ◽

pp. 70

Author(s):

Muhammad Gilar Yudha Pratama

Keyword(s):

High School Students ◽

Junior High School ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Linguistic Knowledge ◽

Compound Words ◽

School Students ◽

Learning English

Teaching English in Indonesia is implemented through the teaching of EFL (English as a foreign language). Teaching and learning English as a second language poses a challenge for both teachers and students. Problems that arise such as lack of student motivation, changing curriculum, monotonous learning, lack of teacher creativity, and lack of linguistic knowledge in teaching become a separate issue. This article describes the role linguistic morphology plays in teaching and learning English in the classroom. It particularly describes the challenge of combining simple compound words with morphological forms created by the teacher. This teaching design will be applied to 7th grade junior high school students. This simple design will introduce how to combine noun and adjective using the daily context familiar to the students. The researcher expects to see the challenges the teachers will face during the application of the design in the classroom and how they create ways to deal with the challenges.