THE IMPORTANCE OF CULTURE AS A BASIC TEACHING ENGLISH LANGUAGE IN CHILDHOOD IN INDONESIA

2017 ◽  
Vol 1 ◽  
pp. 286
Author(s):  
Ima Frafika Sari
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Language Teaching ◽  
Cultural Learning ◽  
Teaching English ◽  
Teaching Culture ◽  
Language Classroom ◽  
Widespread Belief ◽  
Communicative Skill

This research aims at revealing: (1) the important of teaching culture in English language; (2) the important teaching culture for childhood; (3) the teaching English is important for childhood; (4) the teaching English is important in Indonesia; and how the age and duration of education in Indonesia. It is kinds of qualitative research which is aimed at revealing the important of teaching English language for early childhood in Indonesia. There are still lack of research about the important of teaching culture in English language, therefore, this research is significant tobe conducted. The finding of the research can be described as follows: First, cultural learning in the foreign language classroom touches three spheres: empathy and understanding, knowledge, and communicative skill. Second, learners will understand aspects of the foreign culture in the traditions of social anthropology. Third, young children being educated in English that is highlighted in this volume refers to the widespread belief that ‘younger is better’ when it comes to language learning. Fourth, the objective of English language teaching in Indonesia is to equip students with a working knowledge of the lan­guage. The last, in Indonesia the age begin to study in formal education is from the age 7 years old, and the duration is for 12 years. 

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals COMMUNICATIVE REPERTOIRES USED BY STUDENTS WITH MULTICULTURAL BACKGROUNDS IN ESL WRITING CLASSROOM

2020 ◽  
Vol 8 (2) ◽  
pp. 835-843
Author(s):  
Firman Parlindungan ◽  
Lia Lisyati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Writing Classroom ◽  
Esl Writing ◽  
Teaching Culture ◽  
Teachers And Students ◽  
Additional Reference ◽  
Data Collections

Purpose of the study: The objective of this study is to describe the communicative repertoires used by students with multicultural backgrounds in an ESL writing classroom. We drew upon the notion of communicative repertoires and English as an International Language (EIL) to explain how gestures, turn-taking habits, and different dialects shaped the interaction among students during the process of English language learning. Methodology: The research method was a case study in which classroom observation, field notes, interviews, and documentation were carried out as the tools for data collections. The data were then analyzed qualitatively and were discussed within various perspectives from scholars in the related discipline to explain the findings of this study.   Main Findings: We found that the participants used some forms of communicative repertoires (i.e., gestures, turn-takings, and dialects) that are culturally-bound to their own heritage culture. Although the use of these traits was perceived differently among students, these communicative repertoires leveraged their English learning process situated within a dynamic bidirectional classroom interaction. Applications of this study: This study is applicable in a classroom in which students are from different cultural backgrounds. It might also be useful for a teacher who experiences teaching English for students who are culturally different from her/him. In a wider context, this study can be an additional reference for some areas of English Language Teaching (ELT) disciplines like teaching writing skills or teaching culture.  Novelty/Originality of this study: The findings suggest that English teachers and students need to recognize non-linguistic elements of interaction as tools to heighten the awareness of using the language for learning. The goal is not to achieve elegant language performance, but to widen opportunities in demonstrating communicative competences, so intelligibility can be achieved.

scholarly journals What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what

2006 ◽  
Vol 28 (1) ◽  
pp. 23 ◽  
Author(s):  
Neil Cowie
Keyword(s):  
Cultural Capital ◽  
English Language ◽  
English Language Teaching ◽  
Learning Theories ◽  
Cultural Learning ◽  
Teaching Beliefs ◽  
Sociocultural Learning ◽  
Language Classroom ◽  
Sociocultural Learning Theories ◽  
Perceptions Of School

An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the different ones of a university foreign language classroom, both they and their teachers, need to be given time and the means to adapt to new forms of cultural capital. 本論文は日本におけるスポーツ・トレーニングと日本語を外国人に教える方法との間に類似性を指摘する。この二つの分野の教授法を社会文化学習理論及び文化学習理論の枠組みから考察し、これにより著者はこれまでの自己の英語教育への信条を反省し、調整する。さらに社会文化学習理論をBourdieuの提唱するcultural capital概念、つまり学習者は社会で成功するために特定の教育慣行や認識に順応していくという考え方と連動させる。本論文は学習者が従来慣れ親しんできた学習法や認識を脱して大学の外国語授業へと移行できるまでには、学習者が、そしてまた教師が、新しい形のcultural capitalに適合できるだけの時間と手段が必要であることを提唱する。

scholarly journals Utilizing Mobile Assisted Language Learning (MALL) for Teaching English to Non- Formal Learners in Pakistan

2020 ◽  
Vol 7 (2) ◽  
pp. 70-81
Author(s):  
Shagufta Moghal ◽  
Muhamamd Mooneeb Ali ◽  
Zoobia Asad ◽  
Dr. Muhammad Asif ◽  
Amina Shahid
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
English Language Learning ◽  
Formal Schooling ◽  
Teaching English ◽  
Mobile Assisted Language Learning ◽  
Problematic Area

Non formal education is an important education type that helps the availability and continuity of education where formal schooling is not available. English language learning assumes a significant role in the National Educational program. Despite its importance, English Language learning is a problematic area for learners in the formal and non-formal education systems. This research intends to explore the importance of using mobile assisted language learning (MALL) in non-formal English language environments in Pakistan. The population of this research comes from various institutions all over Punjab, Pakistan, where 60 non - formal learners were chosen through simple random sampling method. The research design was experimental whereas test (pre and post) was used as a tool to collect data. The findings present that MALL created a significant impact on English Language learning of non-formal learners. It further ascertained that MALL can be an attractive and result oriented method in non-formal settings.

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals Teaching English Language through Literature

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 28-31
Author(s):  
Nabin Chandra Marasini
Keyword(s):  
Language Learning ◽  
Personal Experience ◽  
English Language ◽  
Human Intervention ◽  
Literary Language ◽  
Teaching English ◽  
Language Classroom ◽  
Learning English

This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.

Making Phonemic Inventories of Nepali Mother Tongues and its Implications to English Language Teaching: A Case of Dungmali

2019 ◽  
Vol 10 (1) ◽  
pp. 123-142
Author(s):  
Nirajan Rai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rich Country ◽  
Teaching English ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Linguistic Backgrounds

This article presents the idea why phonemic systems of students' mother tongues should be studied while teaching English? As Nepal is a rich country in terms of linguistic diversity, students having different linguistic backgrounds attend the English language classrooms every day. However, their perception of learning English language is different to each. They think English is very hard, talent one only masters it. Teachers also are not aware on vast distinctions of sound systems of students' mother tongues with English that affects language learning hugely. This gap is one of the major issues of English language teaching in Nepal. This paper attempts to analyze this issue by making phonemic inventory of one of the Nepali mother tongues of Nepal; Dungmali. It emphasizes the importance of phonemic inventories with reasons in reference to English Language Teaching.

scholarly journals EXPLORING THE ROLE OF UPDATED TECHNOLOGY IN UNIVERSITY ENGLISH LANGUAGE CLASSROOM

2021 ◽  
Vol 58 (1) ◽  
pp. 5647-5655
Author(s):  
Dr. Sundus Aj. Kamil
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Classrooms ◽  
English Classes ◽  
Use Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom ◽  
Google Search

 Technology nowadays has become the trend of every aspect of life and  teaching  is not away from the that fad. What Elbert Einstein indicates “It has become appallingly obvious that our technology has exceeded our humanity”  ,has been sharply outlined. The adoption  of updated technology represents an important  advance in modern English language teaching methods. The use of technology in an English classroom  is involved with a variety of technical gadgets  like a variety of mobile phones, wireless phone, laptop, tablets, notebooks, pen drives, online dictionary in addition to social media  such as Facebook, Orkut, and Google search. English classes have become a part of the novel trends. They encourage  the English teachers  to investigate  the best appropriate one which optimizes the  class for better learning English. The present term-paper is intended to shed the light on the role undertaken by up-to-date technology in optimizing English classrooms nowadays. The aim of this study is to identify the role updated technology in  language classrooms undertake to nurture and support language learning. This research is a descriptive one where a sample of (90) second year students at the Department of English/ College of  Education /IbnRushd /University of Baghdad are randomly chosen to respond to the questionnaire items which  are  adopted from a previous study to identify the role undertaken by updated technology in language classroom. The students’ responses have been statistically analyzed and rejected positively the null hypothesis to capture the importance of updated technology  in boosting language learning on the students’ part.

scholarly journals The Promotion of Intercultural Understanding in English Language Teaching Textbooks A Content Analysis

EL LE ◽  
2021 ◽  
Author(s):  
Anna Maria De Bartolo ◽  
Costanza Mancuso
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Teaching ◽  
Intercultural Understanding ◽  
Course Materials ◽  
Language Classroom ◽  
Primary Means

The paper centres around the idea that second language learning is an intercultural process. The global role of English as a primary means of intercultural communication has highlighted the need to develop intercultural competences in language learners. Based on these premises, this study will explore the extent to which intercultural aspects are incorporated in course materials and textbooks. A content analysis of 4 textbooks will be conducted. The preliminary results will highlight the limited coverage of intercultural content in most of the textbooks analysed and the need to promote intercultural knowledge and understanding in the language classroom.

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