The ‘katakana effect’ and teaching English in Japan

English Today ◽  
2004 ◽  
Vol 20 (1) ◽  
pp. 50-55 ◽  
Author(s):  
ASSUNTA MARTIN
Keyword(s):  
Teaching And Learning ◽  
Dropout Rate ◽  
Ministry Of Education ◽  
Teaching English ◽  
Cultural Attitudes ◽  
English Teaching ◽  
International Language ◽  
Beliefs And Values ◽  
Teachers And Students ◽  
The Impact

THIS discussion of the condition of English teaching in Japan looks at some deeply rooted national educational and cultural attitudes, including in particular the impact of ‘the katakana effect’ on speaking and listening among teachers and students alike. A unique configuration of cultural, historical, sociological, and linguistic factors presents Japanese teachers with serious challenges. The Ministry of Education, faced with a rising dropout rate, cases of bullying, accusations against irresponsible teachers, and complaints from parents, agreed in 2000 to adopt reforms. The resulting curriculum and methodology changes necessarily address issues relating to English. Although the reforms aim to produce a generation able to thrive socially and professionally in the international community, entrenched beliefs and values threaten their implementation, particularly with regard to a more natural and creative way of teaching and learning Japan's international language of choice.

scholarly journals The Information Communication Technology Implementation in English Teaching During The Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 109-127
Author(s):  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Review Literature ◽  
Computer Assisted ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Teaching ◽  
Performance Based Assessment ◽  
Teachers And Students ◽  
And Performance

Online learning has become a requirement during the COVID-19 pandemic. The Ministry of Education asks the teachers and students to use online classes during the pandemic. Teaching English using ICT is a challenging condition for teachers. Not all teachers are familiar with ICT. This paper aims to describe the ICT Role and implementation in Teaching English during the COVID-19 pandemic. Method: this is a literature review. Literature was searched in Science Direct and Google Scholar databases. Keywords were COVID-19, English Teaching, ICT, implementation, role. Results revealed that ICT in English Teaching is started from CALL (Computer Assisted Language Learning), TELL (Technology-Enhanced Language Learners), LMS (Learning Management System), and blended learning. YouTube and WhatsApp are preferred to be done because it is practical. Performance-based assessment is important during teaching English subject because students can learn how to perform, speaking, and debating during the performance. In conclusion, there are many systems available for teaching English using ICT. The systems are CALL, TELL, LMS, blended, WhatsApp, YouTube, and Performance-Based Assessment. The main goal is students’ understanding of the English subjects. The choice depends on study goal, teachers’ and students’ preference also feasibilities.  

THE INVESTIGATION OF 2013 CURRICULUM IN ENGLISH TEACHING PROCESS AT SMA MUHAMMADIYAH 1 PONOROGO

EDUPEDIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 139
Author(s):  
Sauqi Hadi Permono ◽  
Ana Maghfiroh ◽  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Learning Material ◽  
Teaching Process ◽  
English Teaching ◽  
Teachers And Students ◽  
Good Learning ◽  
Data Collection Technique ◽  
The Impact

2013 Curriculum considered as new curriculum in Indonesia. In this curriculum, students demanded to be active and creative during learning process. Thus, teacher also needs to be creative in arranging the teaching and learning process. This research aims at finding out (1) the teachers’ implementation of 2012 curriculum in English teaching process; (2) the teachers’ and students roles in English teaching and learning; and (3) the impact of 2013 curriculum in English teaching and learning. This research design was descriptive qualitative research. The researcher used qualitative observation and interview as the data collection technique. The subject were three English teachers of SMA Muhammadiyah 1 Ponorogo. The activity in analyzing data were reduction, display, and conclusion drawing or verification. The findings of the research showed that the implementation of 2013 curriculum in English teaching process did not completely successful. It showed from the data findings, there were positive and negative impact of the 2013 curriculum implementation in English teaching process at SMA Muhammadiyah 1 Ponorogo. The creativity of English teacher in arranging learning activities will create a good learning situation and increase the students understanding towards the learning material.

scholarly journals THE USE OF ICT IN ENGLISH TEACHING AT SMK (VOCATIONAL HIGH SCHOOL) REGENCY OF NGAWI DURING COVID-19 PANDEMIC

2020 ◽  
Vol 1 (2) ◽  
pp. 45
Author(s):  
Ari Amnan
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
The Other ◽  
Ministry Of Education ◽  
Virus Spread ◽  
Vocational High School ◽  
English Teaching ◽  
Teachers And Students ◽  
The Cost ◽  
Stable Signal

The objective of this research is to find out the English teaching during covid-19 pandemic. Due to the COVID-19 outbreak, all institutions of education in Indonesia held the teaching and learning from home as a way to reduce the outbreak the virus spread. The ministry of education has a partnership with some providers (online class) where teachers and students can utilize it as media freely, on the other hand, Teachers preferred to employ WhatsApp (WA) in conducting the class. Not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet. Teachers and students may require eligible infrastructures to run the class properly.

scholarly journals Communicative Approach Strategies for English Language Teaching

2021 ◽  
Vol 5 (2) ◽  
pp. p1
Author(s):  
Miriam M. ZIMBA ◽  
Eustard R. TIBATEGEZA
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Teaching English ◽  
Teachers And Students ◽  
Communicative Approach ◽  
The Government

This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

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