Goals and Teaching English Language Classes

2002 ◽  
Vol 30 (4) ◽  
pp. 328-338
Author(s):  
Sonja L. Lanehart
Keyword(s):  
English Language ◽  
Teaching English ◽  
Language Classes

scholarly journals Storytelling as a Pedagogical Strategy to Teach English Language Vocabulary to Children

2021 ◽  
pp. 2-6
Author(s):  
Margarita del Socorro Centeno Centeno ◽  
Marling del Carmen Rivera Rugama ◽  
Lanier Roberto Sierra Herrera ◽  
Wilmer Geronimo Lagos Reyes
Keyword(s):  
Elementary School ◽  
English Language ◽  
Relevant Information ◽  
English Language Teaching ◽  
Teaching English ◽  
Important Data ◽  
Pedagogical Strategy ◽  
Digital Documents ◽  
English Classes ◽  
Language Classes

This article was written with the purpose of obtaining information from physical and digital documents, as well as, analyzing the important data used in the literature review of our project, “Storytelling as a Pedagogical Strategy to Teach English Language Vocabulary to Children”. The studies were categorized into four aspects which are ‘study’, ‘focus’, ‘context’ and ‘results. We focused our attention on gathering relevant information to achieve the objectives of this project. Since teaching English in elementary school has been recently implemented in Nicaragua, not enough research has been done in this area. We believe it is necessary to support elementary school with more research about the use of different resources to support English language teaching in this country. One of the weaknesses when learning a second language is that if children have lack of vocabulary, children will have difficulties understanding some explanations in the English language classes. Effectively teaching English will promote better communication and understanding in future English classes. Studies have proven the effectiveness storytelling has in teaching English language vocabulary to children, as well as, how storytelling can be combined with other educational instruments. Studies also found that learning vocabulary is essential to understand the assignments in the English classes and the activities in the English workbooks.

Development of reading skills in teaching English

2021 ◽  
Vol 47 (2) ◽  
pp. 204-211
Author(s):  
Artyom Nosko ◽  
Keyword(s):  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Modern World ◽  
Additional Component ◽  
Teaching English ◽  
Language Classes ◽  
8Th Grade

The article describes the relevance and significance of developing reading skills in the modern world as a tool for transmission and obtaining of information. The author introduces the algorithms and stages of working with the texts and their implementation at the English language lessons. In this article, the main focus is on using such kinds of reading strategies: in-depth reading, skimming, and scanning in language classes. The article also identifies the importance of using strategies for any kind of the purpose of reading. To successfully understand the text, the learner must master a set of techniques and strategies. The use of strategies is individual, but to choose what strategy applies, the learner must be aware of them. In this case, the questionnaire about using reading strategies at the lesson, to understand the general awareness among 24 8th grade students was proposed. This article is written as additional component for final diploma project.

scholarly journals Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities

2020 ◽  
Vol 9 (1) ◽  
pp. 256
Author(s):  
Bilal Zakarneh ◽  
Najah Al-Ramahi ◽  
Mahmoud Mahmoud
Keyword(s):  
Second Language ◽  
United Arab Emirates ◽  
English Language ◽  
Survey Questionnaire ◽  
Teaching English ◽  
Language Experience ◽  
Microsoft Excel ◽  
Slow Learners ◽  
Language Classes ◽  
Low Motivation

One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast learners get bored easily; challenges in planning for the lesson to teach a mixed-ability class; challenges in creating appropriate work-materials for the mixed-ability class; lack of best approaches to manage mixed-ability class; challenges in getting attention of all learners in a mixed-ability class; and frustration when teaching mixed-ability classroom due to low motivation of weak students.

scholarly journals Effectiveness of Learning Management System for Teaching English Language at Higher Education Level

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 1-9
Author(s):  
Dr. Afsheen Salahuddin ◽  
Dr. Fouzia Ajmal ◽  
Dr. Saira
Keyword(s):  
Management System ◽  
English Language ◽  
Learning Management System ◽  
Single Group ◽  
Teaching English ◽  
Large Classes ◽  
Language Classes ◽  
Teachers And Students ◽  
Post Test ◽  
Learning Management

The present research study was conducted in one of the private sector universities of Lahore city in Pakistan. This study has utilized a quantitative paradigm that included a single group pre-test post-test experimental design. The problem identified was a less developed English language grammar skill in the students and also how to teach English language successfully to the large classes i.e. consisting of 50 to 60 students. The main purpose was to develop some plans to facilitate the large classes. A single group quasi-experiment was conducted for four months (one semester) to find out whether the implementation of the Learning Management System (LMS) for the teaching of the English language is successful or not. The rationale of the study was to provide detailed lesson plans and analysis of how the teaching is done through the LMS in large English language classes like having 50 to 65 students per class. The results showed that LMS or the Learning Management System proved to be successful for teaching English to large classes as it saved time for the teachers and students both along with providing ample guidance and support. The present study is significant as it provides a guideline for other institutes on how they can also utilize this software effectively for teaching the English language.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Migrant Voices in the Polish Classroom: Canadian Literature on the Tertiary Level of Education

2019 ◽  
Vol 67 (4) ◽  
pp. 411-427
Author(s):  
Dagmara Drewniak
Keyword(s):  
Present Article ◽  
English Language ◽  
Tertiary Level ◽  
Mutual Understanding ◽  
Teaching English ◽  
Level Of Education ◽  
Canadian Literature ◽  
Cultural Heterogeneity ◽  
English Language Literature ◽  
Language Literature

Abstract This paper explores the possibilities of introducing contemporary Canadian texts into a Polish university classroom. It contextualizes teaching English language literature in Poland as well as seeks options for promoting values such as openness and tolerance while facilitating global reading and raising students’ awareness on global conflicts and their meaning in the contemporaneous world. The paper aims at demonstrating that Canadian literature courses composed of texts concerned with immigration and multiculturalism turn out to have an enormous potential in creating valuable debates on the problem of embracing otherness, seeking bridges in mutual understanding, and promoting openness towards different identities. On the basis of close readings of three texts, M. Ondaatje’s The English Patient, A.J. Borkowski’s Copernicus Avenue, and E. Stachniak’s Necessary Lies, the present article also demonstrates how Canadian literature enriches and rescales students’ perception of cultural heterogeneity and responsibility of reading, thus offering new perspectives on the rapidly changing world.

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

Sign in / Sign up

Export Citation Format

Share Document