“ J'aime to be Funny!”: Humor, Learning, and Identity Construction in High School English as a Second Language Classrooms

2019 ◽  
Vol 103 (2) ◽  
pp. 502-514 ◽  
Author(s):  
LIV T. DÁVILA
Keyword(s):  
High School ◽  
Second Language ◽  
Identity Construction ◽  
High School English ◽  
Language Classrooms

How teachers’ beliefs are in accordance with major SLA notions

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Wang Chaochang
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Instructional Practices ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Classroom Instruction ◽  
Classroom Observations ◽  
High School English ◽  
Teachers Beliefs

AbstractCurrent SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers’ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers’ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants’ beliefs and major SLA notions and between the two focal participants’ beliefs and their classroom practices.

scholarly journals The Philippine Education Core Values Paths through the Senior High School English Curricula

2021 ◽  
Vol 3 (2) ◽  
pp. 61-71
Author(s):  
Reashiela Khan
Keyword(s):  
High School ◽  
Basic Education ◽  
Core Values ◽  
Senior High School ◽  
Communication Model ◽  
High School English ◽  
The Core ◽  
Documentary Analysis ◽  
Language And Literature ◽  
Language Classrooms

Gaps are manifest in instilling the core values among the Filipino basic education students. Thus, this documentary analysis was conducted on the senior high school English-related Curriculum Guides in order to determine how the design of language and literature curricula incorporates being maka-Diyos (godly), makatao (mindful of humanity), makakalikasan (respectful of nature) and makabansa (patriotic) in the competencies. Anchored on Speech Act Theory and Linear Communication Model and guided by the indicators in DepEd Order 8, s. 2015, this study unraveled the paths using four-step systematic coding discussed with two intercoders. Thematic patterning found ‘open’ paths with optional integration and ‘direct’ paths with straightforward core values inclusion in the instruction. The paths also employ the core values as subject of six activities: creating, synthesizing, applying/demonstrating, socialized activities, valuing, and understanding. Findings revealed that direct paths are available for the three values except for ‘makakalikasan’, leaving environmentalism an optional value in senior high school language classrooms. The core values harmonization in all senior high school curricula must therefore be reevaluated. As language and literature are natural resources, it should also be efficiently employed as a roadmap for national transformation.

scholarly journals Consciousness raising tasks for the learning of grammar in high school English language classrooms

2018 ◽  
Vol 18 (3) ◽  
Author(s):  
Jean Pool Salazar Miranda ◽  
Estefany Quesada Fallas ◽  
Massiel Rojas Blanco ◽  
Dayana Barrantes Salas ◽  
Luis Diego Madrigal Alfaro ◽  
...  
Keyword(s):  
High School ◽  
Costa Rica ◽  
English Language ◽  
Consciousness Raising ◽  
High School English ◽  
Language Classrooms ◽  
English Language Classrooms

Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente. 

scholarly journals Proficiency Test of High School English Learners: A Case Study in Nayagarh Town

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Govinda Penthoi
Keyword(s):  
High School ◽  
Second Language ◽  
English Learners ◽  
Proficiency Test ◽  
Target Language ◽  
High School English ◽  
Economic Background ◽  
Back Ground ◽  
Made In

<div><p><em>An attempt has been made to evaluate the learn ability of English as a second language in two different kinds of instructions such as Oriya and English medium in high school stage. Information has been collected from the both Oriya and English medium schools. Some observations and generalizations made in order to arrive at conclusions. The result of the present paper says that, the students with better socio-economic back-grounds reveal better proficiency than that of the learners with low socio-economic background. To add to it, learners with good socio-economic back-ground get better exposure to the target language (i.e., English). However of learners of English medium schools have better proficiency than that of learners of Oriya medium schools.</em></p></div>

Troubling Fieldwork: When Critical Events/Incidents in Classroom Fieldwork Provoke

2018 ◽  
Vol 25 (2) ◽  
pp. 130-139
Author(s):  
Jennifer Sink McCloud
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Second Language ◽  
Critical Incidents ◽  
Emotional Responses ◽  
School Experience ◽  
Ethical Question ◽  
Critical Events ◽  
High School English ◽  
Internal Dialogue

In this autoethnography, I reflect on troubling fieldwork dilemmas I experienced while conducting qualitative research in a high school English as a Second Language (ESL) classroom. Here, I trouble—interrogate and raise questions about—two events involving JanCarlos, a student from Honduras. Using dialogue and reflexive internal dialogue, I present how the events were critical for him in that they altered the trajectory of his school experience and represented “critical incidents” in my research as they provoked emotional responses, interrupted my objective stance, and altered my interpretations. As I watched events unfold, I routinely asked the relational ethical question—“What should I do now?” In so doing, I critically reflect on fieldwork dilemmas and make transparent my position/power in creating knowledge.

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