The BBC Voices website

English Today ◽  
2013 ◽  
Vol 29 (4) ◽  
pp. 57-58
Author(s):  
J. R. Herring
Keyword(s):  
Small Groups ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Teaching And Research ◽  
The Public ◽  
The Uk ◽  
The University

The BBC Voices website will probably already be familiar to those involved in English Language teaching and research. Along with local and national radio programmes about English that were broadcast in the UK in 2005, this site is one of the outputs of Voices, a large collaborative multi-platform project undertaken by the BBC and the University of Leeds in 2004 and 2005. Members of the public were asked to submit to the site the different words they use for a range of concepts, and to air their views on English and language use around the UK. In parallel, regional radio journalists who had been trained by Leeds linguists conducted over 300 sociolinguistic interviews with small groups of speakers, discussing the same set of concepts as the online questionnaire, and similarly eliciting opinions on English and language use.

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”

2017 ◽  
Vol 7 (4) ◽  
pp. 1-14
Author(s):  
Marina Orsini-Jones ◽  
Bin Zou ◽  
Yuanyan Hu ◽  
Li Wei
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Mainland China ◽  
Learning By Doing ◽  
English Language Teaching ◽  
Online Forums ◽  
British Council ◽  
Research Award ◽  
The Uk ◽  
Teachers Perspectives

This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.

scholarly journals Exploring mono/multilingual practices on the CELTA course: What trainers say

2021 ◽  
pp. 136216882199125
Author(s):  
Fiona Gallagher ◽  
Catherine Geraghty
Keyword(s):  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Initial Teacher Education ◽  
Added Value ◽  
Speakers Of Other Languages ◽  
L1 Use ◽  
The University

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers.

scholarly journals My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

2020 ◽  
Vol 7 ◽  
pp. 36-48
Author(s):  
Huriye Arzu Öztürk
Keyword(s):  
Public School ◽  
Reflective Practice ◽  
Community Of Practice ◽  
Narrative Analysis ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
The Public

The autoethnographic study aims to explore the teacher researcher’s dilemmas about the practices of English language teaching in the public school context in Turkey and the reasons behind them.  Narratives were used to depict the experiences which led to the dilemmas; the researcher’s journey of learning, lived experiences and interactions in the community of practice. The narratives, which portrayed the emergence of dilemmas, were analysed through reflections on them. The reflections were also supported by the other mixed methods studies, theoretical and regulatory documents. The results demonstrate that the dilemmas arise from the gap between the theory and practices of English language teaching in the public school context in Turkey. The study is situated in the interpretivist paradigm of research and holistic-content analysis was used as a technique of narrative analysis. Vygotsky’s sociocultural theory of learning, Wenger’s community of practice, Dewey’s reflective practice, and Miller’s teacher identity concepts establish the theoretical framework of the study.

scholarly journals A Textual Meaning Analysis of Drama Script “Diversity” Performed by the Seventh Class Students of the University of PGRI Semarang in English Drama Performance in 2016

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Rina Martiana Fitri ◽  
Arso Setyaji ◽  
Rahmawati Sukmaningrum
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Functional Grammar ◽  
English Drama ◽  
Systemic Functional Grammar ◽  
Dominant Theme ◽  
The University ◽  
Textual Meaning ◽  
Meaning Analysis

The objectives of the research are: 1) to identify textual meaning realized in the dialogue of drama script “Diversity”. 2) to know the dominant theme realized and the reason of dominant theme realized in the dialogue of drama script “Diversity”. 3) to know the contribution of drama script on textual meaning analysis in English Language Teaching. This research is categorized as qualitative descriptive. The instrument of this research was using textual meaning analysis of drama script “Diversity” that was performed on January 6th, 2016 by the seventh students semester in English drama performance. To collect the data, the researcher found the clauses and identified the data. The clauses consist of 194 clauses. According to textual meaning analysis, the researcher found 92 clauses of topical theme, 50 clauses of interpersonal theme, 52 clauses and 50 clauses of textual theme. So, the topical theme is the dominant theme with 47,4% from all themes. This research can give a contribution to the English language teaching in learning systemic functional grammar especially in textual meaning analysis. The lecturer can use this media that is drama script as a media to explain the material about textual meaning analysis. Through this way, the students can learn easily without reading a thick book. On the basis of conclusion, several suggestions can be offered. The lecturer may use that drama script in learning systemic functional grammar especially in textual meaning analysis. The learners may use this drama script as other alternative reference in learning systemic functional grammar especially in textual meaning analysis to improve their analysis in modern grammar ability.

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