A Practical Guide to Queering the Adult English Language Classroom

2019 ◽  
Vol 30 (4) ◽  
pp. 160-166 ◽  
Author(s):  
Christy M. Rhodes
Keyword(s):  
Sexual Identity ◽  
English Language ◽  
Language Teachers ◽  
Adult Educators ◽  
Heterogeneous Environments ◽  
Practical Guide ◽  
Language Class ◽  
Language Classroom ◽  
English Language Teachers ◽  
Do So

There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity. Evidence suggests that while educators want to be inclusive, they are reluctant or unsure of how to do so. The purpose of this article is to supply English language teachers of adults with strategies to positively address sexual identity in ways that establish an inclusive environment for all learners.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Syllabus Design for Pre-service English Language Teachers in Spain

2018 ◽  
pp. 26
Author(s):  
Gloria Luque Agulló
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Programs ◽  
Language Teachers ◽  
Teaching Program ◽  
Teaching English ◽  
Educational Law ◽  
Self Confidence ◽  
Language Classroom ◽  
English Language Teachers

This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE).  Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

scholarly journals Developing English Reading Skills of the Students of Business Administration at Private Universities in Bangladesh: Prospects and Problems

1970 ◽  
Vol 5 (2) ◽  
pp. 180-190
Author(s):  
Md Golam Hoshain Mirza
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Private Universities ◽  
Business Administration ◽  
Language Teachers ◽  
Language Class ◽  
Qualitative Approaches ◽  
English Reading ◽  
Student Interview ◽  
English Language Teachers

This paper examines the efforts of the English language teachers who are working to develop English reading skills among the students studying in the Business Administration departments at ten of the English-medium private universities in Bangladesh. Adopting both the quantitative and the qualitative approaches, it analyses the data collected through student interview-schedule. The study identifies that, in spite of having good classroom facilities and necessary supplementary materials, the reading classes are not as effective as they could be. It is mainly because unsuitable materials are inappropriately used in a class of students with significantly different levels of proficiency. The paper finally suggests some measures that can be taken to make the reading class more effective. Among others, it recommends that the English teacher should involve first the university administration in forming the language class with students of similar proficiency level and then the BBA teachers in developing appropriate materials for it.DOI: http://dx.doi.org/10.3329/jbt.v5i2.9989  Journal of Technology (Dhaka) Vol. 5(2), July-December, 2010 180-190   

Motivation in Virtual English Language Classrooms During the COVID-19 Pandemic

2022 ◽  
pp. 372-392
Author(s):  
Ebru Melek Koç
Keyword(s):  
Student Motivation ◽  
English Language ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Face To Face ◽  
English Classes ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Effective Use

This chapter aims to investigate the perceptions of English language teachers on motivation in the virtual English language classroom. The participants are 17 English language teachers at elementary and secondary schools. Interview questions were used to collect data, and thematic analysis was conducted to analyse the data. The findings revealed that student motivation in virtual English lessons was lower compared to their motivation in lessons conducted face-to-face. Another finding was that there were various factors that impact student motivation negatively and positively in synchronous English classes such as interaction, inequality, student education environments, and effective use of synchronous virtual classroom platforms.

Speech in the Language Classroom: A Weekly Class Activity, Not a Contest

2012 ◽  
Vol 1 (1) ◽  
pp. 22-28
Author(s):  
David Kluge
Keyword(s):  
Small Groups ◽  
English Language ◽  
Oral Communication ◽  
Language Teachers ◽  
Evaluation Procedure ◽  
Additional Problem ◽  
Language Classroom ◽  
English Language Teachers

Many English language teachers at the secondary and tertiary levels in Japan recognize that making their lessons applicable to the lives of their students, personalizing their English lessons, is of utmost importance for motivation reasons. They also often see the beneficial, sometimes miraculous, results of students participating in speech contests (King, 2002; Nunn and Nunn, 2005; Bradley, 2006; Bury, Sellick, and Yamamoto, 2012) but are concerned about the negative characteristics such as the feelings of rejection when students do not win. This paper describes a curricular solution to the problem of providing all students, not just a few chosen ones, a speech-giving opportunity without the “agony of defeat.” An additional problem is overcoming the anxiety factor of speaking in front of an audience (Doyon, 2000). The solution is to incorporate speech-giving in English conversation or oral communication classes, first to small groups, and gradually to large audiences, in an activity called My Monologue. This paper describes such a program by giving detailed descriptions of how to teach and organize this speech giving activity on personal topics, also describing variations on the activity, an evaluation rubric, and an evaluation procedure.

scholarly journals English Language Teachers’ Perspective of Using L1 in TEFL Class

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Language Teachers ◽  
West Java ◽  
English Class ◽  
Language Class ◽  
Teachers And Students ◽  
English Language Teachers

The research discussed the using the first language in teaching a foreign language that had been a debate for language teaching practitioners for decades in language acquisition. The debate was about whether it was all right to use it in a foreign language class or not and how it affected the students’ learning process and result. Because of the pro and cons of using the first language in teaching a foreign language, the research was conducted to find out the use of the first language in teaching English as a foreign language. The research aimed to discover to what extent and in which instances L1 was used by the teachers in their English teaching class in terms of the teaching stages, including pre-teaching, whilst-teaching, and post-teaching in the classroom. The research also searched teachers’ perspectives and reasons for using L1 in their English class. Moreover, the research used a qualitative method to gathered information from the participants. The participants were four English teachers who taught English at senior high school in Bandung-West Java province, Majalengka-West Java province, Pangkal Pinang- Bangka Province, and Kuok-Riau Province. The collections of the data were questionnaires and interviews. The findings show that most teachers use Indonesian as L1 in the whilst-teaching stage when they deliver the materials. They use L1 to clarify the students’ understanding of the materials given and explain English language concepts, grammatical concepts, and difficult words. They argue that using L1 helps both teachers and students in teaching and learning English as a foreign language.

scholarly journals Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context

2021 ◽  
Vol 3 (3) ◽  
pp. 198-206
Author(s):  
Prakash Bhattarai
Keyword(s):  
Lived Experience ◽  
English Language ◽  
Phenomenological Study ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Class ◽  
Analysis Technique ◽  
English Language Teachers ◽  
The Right

This phenomenological study explores how English language teachers become information and communication technology (ICT) literate and why they make use of ICT in English language class and find out challenges in integrating ICT in English language teaching (ELT). For this purpose, two secondary-level English teachers were selected purposively, and in-depth interviews were conducted to collect data. The collected data were analyzed using the thematic analysis technique. The findings drawn from the lived experience of the teachers reveal that teachers become ICT literate and updated by taking formal classes, training, and teaching their students; they make use of ICT in ELT for students' language development, motivation, and autonomy. The challenge of keeping the students on the right track is the major challenge English language teachers encounter while integrating ICT in ELT. Though there are challenges, every English language teacher should try to teach the English language integrating ICT.

scholarly journals Authenticity and awareness of English as a lingua franca in English language classrooms

2021 ◽  
Vol 48 (1) ◽  
pp. 103-122 ◽  
Author(s):  
ANTONIO TAGLIALATELA
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
The One ◽  
English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

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