scholarly journals Early Childhood Bilingualism: The Myths, Truths, and Implications in English Language Learning in Pontianak

2020 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Teddy Fiktorius
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Language Impairment ◽  
English Language ◽  
Minority Language ◽  
English Language Learning ◽  
West Kalimantan ◽  
Time Investment ◽  
Library Research ◽  
Descriptive Method

The paper explicates the immediate concern of gaining a deeper insight of language acquisition in the early childhood bilingualism in the setting of Pontianak city, a multi-ethnic city located in West Kalimantan, Indonesia. It is written through descriptive method or library research to provide the readers, especially the parents and teachers with better insights into a basis for decision making about raising and educating children bilingually. The first part elaborates on four myths, namely the myth of the monolingual brain, the myth of time investment, the myth of bilingualism and language impairment; and the myth of minority language children. It is followed by the argumentative support by the experts in the fields based on the literature review. Next, discussions are presented as a whole, pointing out some of significant implications for parents and teachers. Finally, an overall conclusion of the paper coverage is provided.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

scholarly journals ALIH KODE DALAM PROSES PEMBELAJARAN BAHASA INGGRIS DI SMA

LITERA ◽  
2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Margana Margana
Keyword(s):  
Language Learning ◽  
English Language ◽  
Discourse Markers ◽  
Code Switching ◽  
Point Of View ◽  
English Language Learning ◽  
Classroom Communication ◽  
Research Subjects ◽  
Qualitative Descriptive ◽  
Descriptive Method

This study aims to describe code switching in classroom communication from the sociolinguistic point of view. The research subjects comprised 12 English teachers in senior high schools in the Province of Yogyakarta Special Territory. The data were code switching utterances from English to Indonesian and vice versa in English language learning in the classroom. The data were analyzed using the qualitative descriptive method. The findings show that code switching has three functions, i.e. (a) material delivery, (b) classroommanagement, and (3) discourse markers. With reference to such functions, code switching in English language learning can be made as far as it satisfies academic functions. As the students’ English mastery improves, the use of code switching needs to be reduced.

Pemanfaatan Mobile Assisted Language Learning (MALL) Melalui Aplikasi Berbasis Android dalam Pembelajaran Bahasa Inggris Secara Mandiri

2018 ◽  
Vol 1 ◽  
Author(s):  
Lilik Yuliawati
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Qualitative Method ◽  
English Language ◽  
Independent Learning ◽  
English Language Learning ◽  
Effective Utilization ◽  
Know How ◽  
Mobile Assisted Language Learning ◽  
Library Research

In order to improve the English skills, students may not only depend on the teachers; yet they need to motivate themselves for independent learning. Due to the development of mobile technology, there are many English Language Learning applications that can be downloaded. This study aims to know how far the English Language Learning applications, especially Android-based applications, are used to help students in mastering English. This study used quantitative and qualitative method through questionnaire and library research. The result shows that most of the students have ever downloaded and used Android-based English Language Learning applications, and they feel it is very helpful in improving their English skills. However, those applications still need to be developed in order to support the more effective utilization of MALL.

scholarly journals THE PERCEPTION OF TOUR GUIDE TRAINING: AN INSIGHT FROM THE BORDER AREA OF INDONESIA

2021 ◽  
Vol 4 (1) ◽  
pp. 28-37
Author(s):  
Ira Mutiaraningrum ◽  
Hikmah Trisnawati ◽  
Tita Rosalina
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
English Language ◽  
Point Of View ◽  
English Language Learning ◽  
Perceived Benefits ◽  
Tour Guide ◽  
Border Area ◽  
Tourist Attractions ◽  
West Kalimantan

Temajuk village is one of the leading tourist attractions in West Kalimantan. It bridges Indonesia and Malaysia. With its rich culture and breathtaking scenery, Temajuk village is indispensably for promoting tourism in West Kalimantan. This study examines the participants’ perception of the tour guide training held in Temajuk Village. The training involved English lessons since the international tourists also visited Temajuk village through Telok Melano, Indonesia.  Employing qualitative study, using interview and observation, this study establishes the reasons and expectations underpinning the respondents in joining the training. The responses are presented into the perceived benefits from the participants’ point of view, tour guide training and English language learning, and participants’ expectation. It is advised that this kind of training, especially in the border area can be held to since it is fruitful and prominent.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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