scholarly journals How far have we gone? Integration of intercultural language learning principles in Philippine ESL classrooms

2021 ◽  
Vol 15 (1) ◽  
pp. 144-152
Author(s):  
Chirbet Cariño Ayunon ◽  
Lysel Ildefonso Haloc
Keyword(s):  
Language Learning ◽  
Educational Institution ◽  
Language Teachers ◽  
Language And Culture ◽  
High Extent ◽  
Classroom Activities ◽  
Language Classrooms ◽  
Learning Principles ◽  
Target Culture ◽  
Very High

Intercultural education is firmly rooted on the notion that language and culture are intrinsically linked. Several studies have looked into the importance of understanding different languages and cultures in language teaching; however, studies on the integration of principles intercultural language learning (IcLL) in Philippine ESL classrooms seem to be lacking. This is what the article addresses as it looked into the extent of integration of IcLL principles in two higher educational institution in Region 2, Cagayan Valley, Northern Philippines. Anchored on the principles of IcLL and through the employment of survey to elicit responses of the language teachers as to the integration of IcLL principles in language classrooms, results revealed that teachers perceive IcLL to be integrated in their classrooms to a great extent. Specifically, the principles of active construction and social interaction are integrated to a very high extent while the principles making connections, reflection, and responsibility were perceived to be integrated to a high extent. As regards classroom activities, the teachers favored the employment of discussions, lectures, writing tasks, oral reports, role plays, small group tasks, simulations or skits and collaborative learning activities in transmitting the target culture.

Integrating Culture in Language Classrooms

2017 ◽  
pp. 579-602
Author(s):  
Aslı Akyüz ◽  
Ayfer Tanış ◽  
Eftima Khalil ◽  
Özdenur Ardıç ◽  
Enisa Mede
Keyword(s):  
Teacher Educators ◽  
Language Teachers ◽  
Target Language ◽  
Background Information ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Preparatory Programs ◽  
Target Culture

Language and culture go hand in hand. Naturally, they are intertwined and inseparable from one another. Therefore, language teachers who are teaching the language itself also need to recognize the importance of integrating culture in their teaching practices and raise the awareness of the learners about the culture that the target language belongs to. In light of these observations, the present chapter aims to find out whether technology is an effective tool to integrate culture in language classrooms as well as identify the perceptions of teachers and students about learning and teaching the target language through culture. The participants were 153 students and 26 teachers enrolled in a language preparatory program at a public university in Turkey. While the quantitative data were collected through the Target Culture Knowledge Test, the qualitative data were collected by means of in-depth interviews in semi-structured design. The results of the study revealed that technology (i.e., videos) is an effective tool to provide students with background information about the target culture. The findings also reported positive perceptions towards learning and teaching the target language through culture. Based on the findings, this study can contribute to the program developers and teacher educators for the development of quality in teaching and learning in language preparatory programs.

scholarly journals LEARNING VOCABULARY THROUGH SONGS: A STUDY ON THE ROLE OF MUSIC IN TEACHING VERBS

2020 ◽  
Vol 8 (1) ◽  
pp. 550-557
Author(s):  
Ainul Azmin Md Zamin ◽  
Nor Azrul Hardi Adzmi ◽  
Maslawati Mohamad
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
New Words ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Post Test ◽  
English Language Teachers

Purpose of the study: This study aims to investigate how the use of songs in English language classrooms could aid tertiary students to increase their verb vocabulary repertoire. Methodology: This quantitative study was carried out among diploma students from a local university in Malaysia. The students were exposed to various English songs during their English lessons. Pre-test and post-test were conducted in this study. Main Findings: The use of songs can increase vocabulary acquisition among English language learners at tertiary level. The use of songs is able to provide a fun way of picking up new words. Applications of this study: The findings of this research indicate that English language teachers of tertiary students should use English songs as classroom activities to facilitate their students’ language learning and motivate them in acquiring new English vocabulary. The findings of this research are useful for university policymakers, teachers, and students. Novelty/Originality of this study: In this research, the use of English songs from contemporary genres, such as Western or Islamic songs can be an effective way to promote language learning.

scholarly journals Incorporating Intercultural Communicative Competence in EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mahdjouba Chaouche
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Classroom Activities ◽  
Culture Teaching ◽  
Language Classrooms

In a rapidly globalized world, EFL teachers are increasingly urged to incorporate intercultural competence in language classes. This paper is concerned with the incorporation of the teaching of culture into the foreign Language classroom. The main premise of the present paper is that effective communication is not limited to linguistic competence and language proficiency and that apart from enhancing communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity. In fact, teaching a foreign language carries a novel culture which includes one’s religion, gender and a set of beliefs. Yet; though language and culture are so closely interwoven into each other that one cannot be conceived without the other, language is still taught as a separate phenomenon from culture and classroom activities are bereft of any instruction of foreign cultures. It is to be noted that much research into the incorporation of culture in language learning remains to be done so that the pedagogical principles of culture teaching may be articulated and applied effectively to the development of materials, and curricula. Thus, the purpose of this paper is first, to explain the ideas and theory which define what is involved in the intercultural communicative competence, and second, to demonstrate what intercultural competence would mean in practice for teachers and learners in language classrooms in an Algerian context and how to make it easily accessible in practical ways.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

Target Language, Target Culture

2020 ◽  
pp. 1064-1081
Author(s):  
José Carlos Escobar
Keyword(s):  
Intercultural Competence ◽  
Native Speakers ◽  
Social Background ◽  
Linguistic Competence ◽  
Target Language ◽  
General Description ◽  
Full Understanding ◽  
Language And Culture ◽  
Language Classrooms ◽  
Target Culture

Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

scholarly journals Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Martine Pellerin
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Collaborative Action Research ◽  
Mobile Technologies ◽  
French Immersion ◽  
Learning Theories ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Learning Principles

This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students’ artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA). Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues assisté par ordinateur pour jeunes apprenants Cet article étudie la façon dont l'utilisation des technologies mobiles (iPods et tablettes) dans les classes de langue contribue à la refonte des approches basées sur des tâches pour les jeunes apprenants. L'article se fonde sur un projet de collaboration recherche-action (CRA) dans les classes initiales d'immersion en français dans la province de l'Alberta, au Canada. La collecte de données comprenait l'observation ethnographique numérique dans les salles de classe, les artefacts des élèves, et des entrevues avec les enseignants et les étudiants. Les résultats ont montré comment l'utilisation des technologies mobiles telles que les iPods et tablettes contribue à la refonte des tâches et des activités langagières en aidant les jeunes apprenants à créer leur propre environnement d'apprentissage et des tâches langagières pertinentes, à s'autoévaluer et à réguler leur processus d'apprentissage linguistique. La recherche met aussi en évidence la façon dont l'utilisation des technologies mobiles contribue au remodelage d’approches basées sur les tâches qui reflètent les principes d'apprentissage fondés sur de nouvelles théories d'apprentissage ainsi que sur les théories socioculturelles de Vygotsky sur l’acquisition d’une seconde langue.

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Two: Process Drama and Language Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 4-20
Author(s):  
Ben Cowburn
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Process Drama ◽  
Expert Teacher ◽  
Level Of Use ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
Teachers Attitudes ◽  
High Level ◽  
Potential Use

To explore language teachers’ attitudes to using drama activities, and to determine the level of use and understanding of process drama techniques in language classrooms, a survey was carried out. The results showed a high level of support for the benefits many theorists and researchers have claimed for the use of drama activities in language learning. They also showed that process drama techniques were used to a lesser extent than activities such as warm­up games and scripted role­plays. Following the survey, a workshop was planned, to explore language teachers’ responses to using process drama­based techniques. The workshop was designed to include a number of process drama activities, including Mantle of the Expert, Teacher in Role, Tableau and Improvisation. The feedback from the workshop showed enthusiasm for these techniques, and for their potential use in language teaching.

Assessment for Learning in Primary Language Learning and Teaching

2021 ◽  
Author(s):  
Maria Britton
Keyword(s):  
Language Learning ◽  
Assessment For Learning ◽  
Language Teachers ◽  
Detailed Account ◽  
Primary Language ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
Use Of Assessment

This volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms. It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning.

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

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