scholarly journals Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms

2019 ◽  
Vol 1 (3) ◽  
pp. 115
Author(s):  
Benjamin Baguio Mangila
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Code Switching ◽  
Language Practices ◽  
Content Acquisition ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Level Analysis ◽  
Filipino Teachers

This study was conducted to primarily investigate the language practices of two bilingual Filipino teachers in English language classrooms. It made use of the qualitative case study guided by Hymes’ methodological approach of the ethnography of communication. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. The findings also showed that teachers sometimes code-switched for reformulation and facilitation but they rarely code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers’ language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers’ viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.

scholarly journals THE IRF EXCHANGE AS A PEDAGOGICAL TOOL: A STUDY OF ESL CLASSROOMS IN POKUASE TOWNSHIP, GHANA

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Charlotte Fofo Lomotey ◽  
Gifty Emma Gyima-Aboagye
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Talk ◽  
Pedagogical Tool ◽  
Effective Learning ◽  
Language Classrooms ◽  
Exchange Structure ◽  
Response Feedback ◽  
English Language Classrooms

<p>The classroom is a place where teachers and their pupils or students engage in interaction in order to promote effective learning. Such interactions can follow different patterns, and one such pattern is the IRF (initiation-response-feedback) exchange structure, developed by Sinclair and Coulthard (1975, 1992). This study examines the use of the IRF exchange pattern as a pedagogical tool in the English language classrooms of some Basic Schools in Pokuase, a town in the Greater Accra Region of Ghana. It investigates the way teachers and pupils initiate, respond to, and provide feedback for effective language acquisition. In order to achieve this objective, a qualitative case study was adopted to analyze 11 hours and 40 minutes of classroom recordings and 100 minutes of interview data. Results regarding the IRF structure show that the various acts within the initiation move included nomination, directing, and prompting; the acts in the response move were replying and reacting, while the acts within the feedback move were acceptance, praise, criticism, and expansion. This result is an indication that there were more initiation and feedback acts than response acts, suggesting the teachers dominated the use of the exchange pattern, leaving the pupils to only provide responses. Results of the teachers’ role indicate that they are engaging in teacher talk as a way of providing explanation, organizing the lesson, and redirecting learners in the interaction. The teachers also provided prompt guidelines by creating conducive environment for the learners to be able to write, read, also provided specific and individual feedback to either correct learners’ language input or to encourage them to learn more. Based on the results, it is argued that teachers, especially at the basic level, should endeavour to employ the use of the IRF pattern because it has the potential to contribute a great deal to ESL teaching and learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

scholarly journals The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City

2020 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Nasser Alasmari ◽  
Amal Alshae’el
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Proficiency Levels ◽  
Language Classrooms ◽  
Teaching Learning ◽  
English Language Classrooms

English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.

scholarly journals Explorando las Aulas de Clase de Inglés en Cañar: Currículo, instrucción y aprendizaje.//Exploring the English language classrooms in Cañar: Curriculum, instruction and learning.

Ciencia Unemi ◽  
2019 ◽  
Vol 12 (30) ◽  
pp. 57-73
Author(s):  
Diego P. Ortega-Auquilla ◽  
Olga E. Minchala-Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Methodological Approach ◽  
English Curriculum ◽  
Direct Observations ◽  
Language Classrooms ◽  
Curriculum Instruction ◽  
Instruction And Learning ◽  
Key Aspects ◽  
English Language Classrooms

La presente investigación tiene como propósito conocer cómo se lleva a cabo la enseñanza y aprendizaje del inglés en el marco del currículo actual en el último año de Bachillerato General Unificado (BGU) de ocho unidades educativas públicas y rurales en un cantón de la provincia de Cañar. En primer lugar, se determinó el nivel de suficiencia de inglés de los estudiantes de BGU, lo cual también permitió conocer en qué competencias lingüísticas existen mayores y menores dificultades. Luego se realizaron observaciones directas para identificar cómo la enseñanza del inglés se lleva cabo en las aulas de clase. Del mismo modo, grupos focales y entrevistas fueron realizados para conocer los puntos de vista de los estudiantes y de ocho profesores acerca de aspectos claves de la asignatura de inglés. Los resultados indicaron que los estudiantes tienen un bajo nivel de suficiencia y que en gran medida la enseñanza no está alineada al currículo de inglés. Para finalizar, se obtuvo que los estudiantes tienen puntos de vista positivos sobre el aprendizaje del inglés, resaltando la utilidad e importancia de este idioma, del mismo modo, para los docentes representa un reto la implementación del enfoque metodológico de enseñanza incorporado en el currículo, por ello, necesario medidas efectivas para mejorar la educación pública en inglés. AbstractThe purpose of this research is to find out how the teaching and learning of English is carried out within the framework of the current curriculum in the last year of the Unified General Baccalaureate (BGU) of eight public and rural educational units in a canton in the province of Cañar. In the first place, the level of English proficiency of the BGU students was determined, which also made it possible to know in which language skills there are greater and lesser difficulties. Direct observations were then made to identify how English is taught in classrooms. Similarly, focus groups and interviews were conducted to hear the views of students and eight teachers on key aspects of the English subject. The results indicated that the students have a low level of proficiency and that to a large extent the teaching is not aligned with the English curriculum. To conclude, it was obtained that the students have positive points of view on learning English, highlighting the usefulness and importance of this language, in the same way, for the teachers it represents a challenge to implement the methodological approach of teaching incorporated in the curriculum, for that reason, effective measures are necessary to improve public education in English.

scholarly journals Why Only Focus on One Variety of English? A Problem in EIL Teaching in Vietnam

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Hang Thi Nhu Mai
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Active Role ◽  
World Englishes ◽  
Standard English ◽  
Structured Interviews ◽  
Intercultural Communications ◽  
Language Classrooms ◽  
English Language Classrooms

Although research has proposed the urgent need of exposing learners to World Englishes for enhancing learners’ intercultural competence, Standard English, which is either British English or American English, still remains dominant in English language classrooms in the Vietnamese context. This qualitative-designed case study aims to explore Vietnamese higher-education teachers’ explanations for the reasons behind and their perspectives towards embracing World Englishes in English language classrooms. The study employed semi-structured interviews to collect data from five Vietnamese lecturers. The participants’ answers were recorded before being converted into an Excel sheet. A Coding Process of Inductive Analysis (Cresswell, 2002) was adapted to analyze data. The results indicated that the factors including fixed materials, limited classroom time, teachers’ previous training in Standard English (SE) for their degrees, and learners’ favor of SE accounted for the main use of Standard English in language classrooms. Interestingly, however, all of the participants agreed that increasing knowledge of World Englishes is substantially necessary for successful intercultural communications. Moreover, learners are supposed to keep their identity in international encounters through their own English accents while still ensuring mutual intelligibility. The study drew on an implication for teachers to take an active role as transformative intellectuals in classrooms to make the EFL teaching process meet Vietnamese learners’ goals and needs.

scholarly journals Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

2017 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Engin Evrim Onem
Keyword(s):  
Rank Order ◽  
Relevant Literature ◽  
Code Switching ◽  
State Universities ◽  
Future Research ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Foreign Language Instructors ◽  
Teaching Ideas

Abstract   Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors.    

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