Bangla in English Classes in Bangladesh: A Study of Learners’ Attitudes

2019 ◽  
Vol 39 (3_suppl) ◽  
pp. 1S-12S
Author(s):  
Md. Sadequle Islam ◽  
Mamunur Rahman
Keyword(s):  
South Asia ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Language ◽  
Ethnographic Study ◽  
Teaching English ◽  
Short Article ◽  
English Classes ◽  
Positive Attitudes ◽  
Students First

In South Asia, the use of students’ first language while studying English as a second or further language remains a matter of considerable interest and contention. This topic deserves further attention by teachers and researchers in efforts to make the educational and learning experience in often multilingual contexts as productive as possible. This short article addresses the ongoing debates in Bangladesh around the use of the Bangla language while teaching English classes at higher secondary (HSC) level. Presently, Bangla is generally discouraged on pedagogical grounds in the teaching and learning of English. This ethnographic study investigates the attitudes of Bangladeshi HSC level students towards the use of Bangla in English classes. The results indicate positive attitudes among the students towards using Bangla in the learning of English and suggest the necessity of revising the official negative approach.

scholarly journals Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University

2020 ◽  
Vol 11 (3) ◽  
pp. 446
Author(s):  
Rafiq Ali Mohamed Al-Shamiry
Keyword(s):  
Risk Taking ◽  
Communication Strategies ◽  
First Language ◽  
Target Language ◽  
Spoken English ◽  
Saudi Students ◽  
Communication Breakdown ◽  
English Classes ◽  
Language Communication ◽  
Students First

Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.

scholarly journals A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

2021 ◽  
Vol 7 (1) ◽  
pp. 162
Author(s):  
Ni Luh Supartini ◽  
Ni Putu Oka Agustini
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Language ◽  
Language Instruction ◽  
Hospitality Management ◽  
Target Language ◽  
Teaching English ◽  
Interview Session ◽  
Mixed Language

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.  

KUIS TESL Trainee Teachers’ Readiness in Integrating Naqli and Aqli Knowledge in English Class

2021 ◽  
pp. 60-67
Author(s):  
Norshilawani Shahidan ◽  
Natasha Ariffin ◽  
Suhana Mohamed Lip ◽  
Suziana Hanini Sulaiman ◽  
Shazarina Zdainal Abidin
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Knowledge Integration ◽  
Islamic Education ◽  
Teaching English ◽  
Trainee Teachers ◽  
English Classes ◽  
English Class

Numerous researches have been conducted in relation to knowledge integration in the teaching and learning process especially related to Science and Islamic education. However, only few studies have researched on the integration of naqli knowledge in English classes. Due to that, this study is proposed to research on readiness to apply knowledge integration in English class. This study will be conducted on Teaching English as a Second Language (TESL) trainee teacher’s from Kolej Universiti Islam Antarabangsa Selangor (KUIS) to find out their level of readiness to integrate naqli and aqli knowledge in English class. This study will apply quantitative method of data collection by using questionnaires to gather the data. This study is as an attempt to investigate the issue of knowledge integration in Malaysian context which is hoped will lead to the improvement of the quality of TESL trainee teachers particularly in KUIS.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

scholarly journals Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

2017 ◽  
Vol 10 (6) ◽  
pp. 12
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
English Language Proficiency ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Students First ◽  
Efl Classrooms ◽  
L1 Use

In the literature of second language teaching and learning, the use of students’ first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers’ perceptions of the use of students’ first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students’ native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students’ first language in their EFL classrooms. Moreover, when investigating the relationship between teachers’ English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

scholarly journals The Architectural Design of Successful Online English Classes

2021 ◽  
Vol 27 (2) ◽  
pp. 121-124
Author(s):  
Daniela-Elena Duralia
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
English Classes ◽  
Self Confidence ◽  
The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

scholarly journals PENGARUH PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING DALAM PENGAJARAN KOSAKATA BAHASA INGGRIS SISWA KELAS XI DI SMA NEGERI 33 JAKARTA [THE EFFECT OF IMPLEMENTING CONTEXTUAL TEACHING AND LEARNING ON TEACHING ENGLISH VOCABULARY IN GRADE 11 AT SENIOR HIGH SCHOOL 33 JAKARTA]

2018 ◽  
Vol 14 (2) ◽  
pp. 179
Author(s):  
Tito Dimas Atmawijaya
Keyword(s):  
Social Sciences ◽  
Traditional Method ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Teaching English ◽  
English Classes ◽  
The Social ◽  
Post Test ◽  
Contextual Teaching ◽  
Bahasa Indonesia

<p>This study aimed at investigating the effect of vocabulary teaching in procedure texts using <em>Contextual Teaching and Learning</em> (CTL). The research was carried out with the English classes in the Social Sciences program which was taught vocabulary using the <em>Contextual Teaching and Learning</em> (CTL) method while another class used a traditional method in teaching vocabulary.  The study used the quantitative data collected through the <em>Post-Test</em> after the treatment, questionnaires, and interviews. The data collected from the <em>Post-Test</em> were analyzed by implementing a t-test using SPSS 22 and counting average scores of both groups. The findings of the study indicate that teaching vocabulary using <em>Contextual Teaching and Learning</em> (CTL) method brings significant results. Furthermore, the results gathered from interviews and questionnaires confirmed that learners had a positive attitude towards CTL, as this method provided the students with a lot of activities which created a learning environment that was fun, enjoyable, and effective for improving the students’ vocabulary. Moreover, CTL also increased learners’ participation, scores, and collaboration.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Artikel jurnal ini membahas efek pengajaran kosakata bahasa Inggris teks prosedur dengan menggunakan metode Contextual Teaching and Learning (CTL). Penelitian ini dilakukan pada suatu kelas IPS yang menggunakan CTL, sedangkan kelas lain menggunaan metode pengajaran tradisional. Metode penelitian ini adalah kuantiatif dengan jenis Post-Test Only. Data penelitian diambil dengan menggunakan Post-Test yang diberikan sehari dan tiga minggu setelah perlakuan kepada kedua kelas partisipan. Analisis hasil penelitian dilakukan dengan menggunakan rerata dan uji t dependen dan independen menggunakan SPSS 22. Analisis tersebut  menunjukkan peningkatan hasil yang signifikan pada kelas XI IPS 1 yang menerapkan metode CTL. Selain itu,  hasil temuan penelitian dari wawancara dan kuesioner menunjukkan bahwa metode Contextual Teaching and Learning (CTL) memberikan pengaruh positif dalam pembelajaran kosakata di kelas, yaitu meningkatnya partisipasi pemelajar, kemampuan kosakata reseptif dan produktif, dan kolaborasi di antara pembelajar.</p>

scholarly journals Maori Language Use in New Zealand Secondary Schools: What Are the Issues for Teachers and Students?

2021 ◽  
Author(s):  
◽  
Janie Tito
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
Role Models ◽  
Teaching And Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Educational Achievement ◽  
Learning Experience ◽  
Small Sample ◽  
Positive Attitudes

<p>The aim of this study was to examine the issues surrounding Maori language use in secondary schools. This was to test the hypothesis that the learning experience for Maori students is influenced by a school's responsiveness to Maori needs. In particular the focus was on the use of te reo Maori e.g. pronunciation. It was found that when features of te ao Maori are reflected positively in secondary school practices, values and environment, the overall learning experience may be enhanced and become more positive for Maori students. Ultimately such practice has the potential to reduce the disparity between Maori and non-Maori educational achievement. The prevalence and quality of Maori language learning opportunities during and after teacher training, is currently not meeting the needs of students and teachers. This shortcoming requires further research and investigation. This mixed method qualitative study followed kaupapa Maori research principles and ethics. It incorporated interviews, repeated focus groups and surveys. Participants were teachers and Maori students from selected Wellington secondary schools. The sixty-four student participants raised issues around teachers and their teaching practice. They saw teachers as important role models for positive attitudes and behaviours towards te reo and tikanga Maori. In particular, correct language use and pronunciation was important. The small sample of teachers reported a variety of concerns. One frequent complaint was their lack of knowledge in using te reo and few chances to learn and improve. This study identified a need for more professional development programmes and educational policy to be introduced in secondary schools, which include aspects of Maori language and tikanga learning. This would help address some of the difficulties faced by teachers when using te reo in the classroom and improve overall teaching and learning for Maori students.</p>

scholarly journals CODE – MIXING IN ENGLISH CLASSES OF SMPN 14 KOTA BENGKULU: VIEWS FROM THE TEACHERS

2018 ◽  
Vol 2 (1) ◽  
pp. 22-33
Author(s):  
Tri Ramadhaniarti ◽  
Safnil Arsyad ◽  
Arono Arono
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Audio Recording ◽  
English Classes ◽  
Code Mixing

English teachers in all levels of education in Indonesia try hard to make their students able to speak and write English. Teachers sometimes  use code-mixing in their  classroom  instructions. This study is conducted to investigate Code – Mixing in English Classes of SMPN 14 Kota Bengkulu: Views From the Teachers. The participants were the English teachers who teach English at SMPN 14 Kota Bengkulu. The data were collected  from  audio-recording and interviewing to the teachers. The results indicated that teachers used  inter-sentential code-mixing  more frequently than intra-sentential code-mixing. It also found  that all of the teachers used code-mixing in pre-activity, while activity and post-activity of teaching and learning process in their English classes. They also used code-mixing for  giving instruction, translation and asking for clarification.   The English-Indonesian pattern is the most frequently used by the teachers in teaching English. The teachers used code-mixing in teaching English in the English classes to make the students able to understand the purpose of teaching and learning process easily.

scholarly journals The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students)

2017 ◽  
Vol 4 (2) ◽  
pp. 205
Author(s):  
Dian Hera Utami ◽  
Muhammad Basri Wello ◽  
Haryanto Atmowardoyo
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Oral Test ◽  
English Vowels ◽  
Students First ◽  
Correct Pronunciation ◽  
Phonological Interference ◽  
Manner Of Articulation ◽  
Main Factor

The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.

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