scholarly journals The Need of language politics for the teaching of English in higher education in Brazil

2019 ◽  
Vol 35 (especial) ◽  
pp. 183-199
Author(s):  
Denise Scheyerl ◽  
Flavius Almeida Dos Anjos
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Language Politics ◽  
Negative Attitudes ◽  
Language Classroom ◽  
Teaching Learning ◽  
Teaching In Higher Education

This paper is about the need to rethink the English language teaching in higher education. The objective is to show how the difficulty to learn this language may be diagnosed through educational research. Under the light of Applied Linguistics and Critical Pedagogy, it develops reasoning to understand that the offer of the English language per se, with the mere presumption of inclusion, may not bring the desired results. To offer the English language it is necessary to plan it, taking into account the logistic factors. When they are disregarded, learners react with negative attitudes, which may hinder learning. This, somehow, signals the need of language politics which redirect the English teaching/learning logistic. This paper aims at making a reflection in this sense, presenting outcomes of an ethnographic research, developed with some undergraduate students, in Brazil, whose data showed negative attitudes toward some logistic factors, in the English language classroom. Thus, this text is aligned with the tenets of language politics, taking into account the logistic factors to reach better results in the English language classroom.  

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

Fostering Intercultural Awareness in a Chinese English Reading Class

2018 ◽  
Vol 41 (3) ◽  
pp. 357-375
Author(s):  
Qun Yu ◽  
Jan Van Maele
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Higher Education Policy ◽  
Chinese Culture ◽  
English Language ◽  
English Language Teaching ◽  
Intercultural Learning ◽  
Independent College ◽  
Intercultural Awareness ◽  
English Reading

Abstract Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students’ intercultural competences, particularly in the context of English language teaching. In spite of this, studies show that to this day Chinese ELT classrooms in higher education have rarely taken a cultural turn and teachers’ understanding of interculturalism remains insufficient. This paper reports an action research study on how intercultural awareness was developed in the context of an English reading course at an independent college of a major Chinese university. The study followed a teaching flow that integrates intercultural learning with critical thinking by challenging students to select, analyze, and raise questions about English texts on aspects of Chinese culture. Mapping the outputs of a cohort of 77 second-year undergraduate students onto Baker’s (2012; 2015) model of intercultural awareness, the study shows that a majority of participants demonstrated a level beyond basic awareness. The paper concludes that reading courses can be used to help foster intercultural awareness among Chinese students, and it offers some pedagogical and theoretical reflections on integrating intercultural learning with ELT, and formulates a number of suggestions for further studies.

scholarly journals Multimodal Approach to Teaching English in Higher Education

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Shaojie Wu
Keyword(s):  
Higher Education ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Mode ◽  
English Teaching ◽  
Approach To Teaching ◽  
The Times ◽  
Teaching In Higher Education ◽  
Multi Mode

With the deepening of educational reform and the continuous development of the times, the traditional English teaching model has been difficult to meet the current society's demand for requirements of English talents. Therefore, from the perspective of multi-mode, colleges and universities should recognize the shortcomings of traditional English teaching mode, and actively innovate and reform English teaching through various effective ways, so as to cultivate talents that meet the needs of social development. The author investigates and analyzes the multimodal theory and proposes an effective way to teach English in higher education under the multimodal vision. It is hoped that it will help to improve the quality of English language teaching in higher education institutions.

scholarly journals Students’ Beliefs on Learner Autonomy in English Language Classroom

2020 ◽  
Vol 3 (1-2) ◽  
pp. 12-24
Author(s):  
Man Bahadur Jora
Keyword(s):  
English Language ◽  
Secondary Level ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Language Class ◽  
Language Classroom ◽  
Level I ◽  
The Government ◽  
Teaching Learning ◽  
Learning Language

This study tries to explore the students' beliefs on learner autonomy in English language class at the secondary level. I, as a researcher, collected first hand data from the students of secondary level of government aided school. The students of school A are interpreted on the basis of ethnographic research. This study analyses students’ beliefs and reflections on learner autonomy. Moreover, the present study relates and connects two theories in the process of developing and shaping of it. It emphasizes the students’ perceptions toward learning autonomy and the researcher has anticipated mentioning the students’ perceptions on English language teaching learning in the government aided schools. The findings of this study reveal that learner autonomy is necessary for the learners' encouragement, the opportunity of learning language and learner’s development, and for responsibility of the learners.  

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