Drama in English Language Teaching: Two Approaches at the University Level in West Germany

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.

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

Language Teaching Research ◽

10.1177/1362168821991253 ◽

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.

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Person-Centered Approach in the English Language Teaching at the University

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.04.389 ◽

2015 ◽

Vol 191 ◽

pp. 1754-1757

Author(s):

A.F. Sirazeeva

Keyword(s):

English Language ◽

Language Teaching ◽

English Language Teaching ◽

The University ◽

Person Centered Approach

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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

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v8i2.2830 ◽

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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Reflection on digital language teaching, learning, and assessment in times of crisis: a view from Italy

The world universities’ response to COVID-19: remote online language teaching ◽

10.14705/rpnet.2021.52.1278 ◽

2021 ◽

pp. 279-293

Author(s):

Maria Freddi

Keyword(s):

English Language ◽

Language Teaching ◽

Language Education ◽

English Language Teaching ◽

Construction Engineering ◽

Digital World ◽

Planning And Design ◽

Teaching Learning ◽

The University ◽

Digital Language

This chapter is a reflective account of the author’s experience as a teacher of English at the University of Pavia during the first wave of the SARS-CoV-2 pandemic. It considers the design and delivery of an English for architecture and construction engineering course as well as the assessment stage of a text analysis course. It proceeds by presenting and discussing the decisions implemented as a consequence of the crisis situation and reflects on principles of English language teaching, learning, and assessment in general and English for Specific Purposes (ESP) in particular. In doing so, it addresses the book project rationale as an opportunity to reflect on the adjustments made to various planning and design factors informing language education during the health crisis and thought to be generalisable to language teaching, learning, and assessment in the global digital world. It concludes with thoughts on what the future of digital language teaching, learning, and assessment could look like.

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An Interview with Henry Widdowson

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt43.6-3 ◽

2019 ◽

Vol 43 (6) ◽

pp. 10

Author(s):

Chantal Hemmi ◽

Graham Mackenzie ◽

Katsuya Yokomoto

Keyword(s):

Language Learning ◽

English Language ◽

Language Teaching ◽

Applied Linguistics ◽

Language Education ◽

Associate Professor ◽

Communicative Language Teaching ◽

English Language Teaching ◽

English Medium Instruction ◽

The University

Welcome colleagues! For the last issue of 2019, we present a very special interview with Professor Henry Widdowson, an acclaimed authority in the field of applied linguistics who has made great contributions to the development of communicative language teaching. In this conversation, Professor Widdowson discusses English Language Learning in Japan in the context of Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI), and English as a Lingua Franca (ELF). Professor Widdowson is Emeritus Professor at the University of London, was Professor of Applied Linguistics at Essex University and is currently Honorary Professor at the Department of English and American Studies at the University of Vienna. He has published extensively on English language teaching and applied linguistics. Here he was interviewed by Chantal Hemmi, an Associate Professor, Graham Mackenzie, a Project Associate Professor, and Katsuya Yokomoto, a Lecturer at the Center of Language Education and Research at Sophia University.

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Translating from English into Indonesian: Which techniques to teach EFL students to be professional translators?

AL-TA LIM ◽

10.15548/jt.v26i2.521 ◽

2019 ◽

Vol 26 (2) ◽

pp. 131-146

Author(s):

Faisal Mustafa ◽

Mohammad Kholid

Keyword(s):

English Language ◽

Explicit Instruction ◽

Language Teaching ◽

English Language Teaching ◽

Original Version ◽

Study Program ◽

Research Results ◽

Translation Techniques ◽

Efl Students ◽

University Level

The credits for translation courses offered at the study program of English Language Teaching at a university level in Indonesia are very limited, which is not sufficient to teach and facilitate practices for all techniques of translation. Therefore, the students should only be taught techniques frequently used in translation from English to Indonesian. This research was to analyze translation techniques commonly used in translating from English to Indonesian. The data were collected from Colors magazine, an in-flight magazine for Garuda Indonesia. The magazine comes in two languages. The sentences were extracted, and translated sentences in Indonesian were compared to the original version in English. The research results showed that the most frequently used techniques in translating from English into Indonesian are amplification (23.36%), reduction (15.20%), transposition (12.32%), borrowing (12%), modulation (11.68%), and literal translation (10.08%). Therefore, it is recommended that lecturers teaching students majoring English Language Teaching provide them with those techniques of translations with practices, feedbacks and explicit instruction for revisions.

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Renaissance of the Gatekeepers: Establishing a culture of welcome for refugees and asylum seekers at the University of Leicester’s English Language Teaching Unit

Language Learning in Higher Education ◽

10.1515/cercles-2019-0006 ◽

2019 ◽

Vol 9 (1) ◽

pp. 117-125

Author(s):

Aleks Palanac

Keyword(s):

Asylum Seekers ◽

English Language ◽

Language Teaching ◽

Good Practice ◽

English Language Teaching ◽

Full Time ◽

English Classes ◽

Teaching Unit ◽

The University ◽

Refugees And Asylum Seekers

Abstract This report outlines how individuals at the University of Leicester’s English Language Teaching Unit (ELTU) re-evaluated their role as Gatekeepers to the University by implementing new measures to facilitate the admission of a group for whom the gates would typically be shut: refugees and asylum seekers (RASs). It describes how, incrementally and in response to the human stories of individuals who were shut out, these ELTU staff overcame challenges to develop a three-tiered system of support for RASs: free general and academic English classes from beginner to advanced levels; free places on full-time pre-sessional EAP courses to facilitate progression from IELTS 4.0 to IELTS 6.5/7.0; further support and progression opportunities, including access to further study and careers guidance. When being awarded University of Sanctuary status in November 2018, this model was hailed as one of good practice by the awarding committee. The strength of this bottom-up, needs-based approach is that it puts fundamental language needs at the centre, ensuring there is something available for every RAS who wishes to study, and there are clear progression routes available. In this way, no RAS student is turned away from the gates of the academy, and the role of the gatekeeper is recast.

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