scholarly journals Introduction

2021 ◽  
pp. 1-7
Author(s):  
Alessia Plutino ◽  
Elena Polisca
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Learning Context ◽  
Job Market ◽  
Language Students ◽  
The Uk

The title of this book, Languages at work, competent multilinguals and the pedagogical challenges of COVID-19, explores two issues that have become increasingly prominent in 2020. The first one reflects on the language skills which are in demand in the UK, where much-needed multilinguals are sought after in the job market. It challenges the link between employability and the global graduate concept, highlighting the need for language students to be able to sell their skills. The second issue, which resulted in the delayed publication of our book, focuses on COVID-19 and illustrates the challenge to which the education establishment stood up. It reports on practical examples of how educators and digital technologists reframed the whole teaching and learning context without compromising staff and students’ experience.

scholarly journals Critical geragogy: A framework for facilitating older learners in community music

2015 ◽  
Author(s):  
Andrea Creech ◽  
Susan Hallam
Keyword(s):  
Older Adults ◽  
Teaching And Learning ◽  
Good Practice ◽  
Later Life ◽  
Second Phase ◽  
Learning Context ◽  
Older Learners ◽  
Life Project ◽  
Potential Applications ◽  
The Uk

The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later life. Critical geragogy retains the focus on older adults, but challenges the beliefs, practices, and structures related to ageing, supports older learners in overcoming alienation and developing a sense of powerful agency, and offers resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical-geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework that was structured around person-centred, fellow-centred, and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants' prior experiences as a resource, and guiding their groups towards creative expression as well as progression.

scholarly journals Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society

2018 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Ismail Suardi Wekke
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Boarding School ◽  
Educational Institutions ◽  
Learning Context ◽  
Muslim Minority ◽  
Instructional Processes ◽  
Cultural Functions ◽  
Spiritual Movement ◽  
Muslim Minorities

Not only does pesantren (a term used to refer to an Islamic boarding school) instill a religious spirit, but it also interprets Indonesia based on the spirit of nationalism. Therefore, it is not surprising if later pesantren is presented in an attempt to dedicate itself to the nation and the state of Indonesia besides in the interests of Islam definitely. In addition to education, educational institutions such as pesantren also have socio-cultural functions and duties. Thus, a significant spiritual movement needs to be created in order to strengthen empowerment intended to provide education holistically. Among the tool to facilitate instructional processes is the mastery of Arabic. This paper describes the practices of teaching and learning Arabic among Muslim minorities using the approach of the principles of modernity. This research was conducted in West Papua, which covered five regencies and one city. Findings of the research suggest that instruction in a number of pesantren in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol, was carried out in a structured manner. In those seven locations, Islamic education which adopted a language skill-based instructional framework was carried out by employing a communicative approach among santri (i.e. a term used to refer to students who go to pesantren). The skill developed among santri was language expression without any special emphasis on the mastery of grammar. The environment of pesantren equipped with a boarding school for santri as a place to stay facilitated interactions among santri to practice their language skills. Their language skills were adjusted to the learning context and the accompanying environment. The existing social aspects were then used to facilitate the learning process. Finally, this research draws conclusions that differences in learning objectives which determine the aspects of the approach and methodology affect Arabic instruction.

scholarly journals Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

2020 ◽  
Vol 2 (2_DEC_2020) ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Student ◽  
Sense Of Presence ◽  
Language Students ◽  
The Uk ◽  
The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

Languages at work, competent multilinguals and the pedagogical challenges of COVID-19

2021 ◽  
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Substantial Contribution ◽  
Job Market ◽  
Pedagogical Innovation ◽  
New Normal ◽  
Present Volume ◽  
The Uk ◽  
Language Teaching And Learning

The present volume investigates the relevance of language teaching and learning in the contemporary job market, highlighting how language graduates can provide a substantial contribution to the multilingual needs of the UK. It also explores how the sudden spread of COVID-19 impacted on the acceleration of the online pedagogical shift which had already been foreseen by Jisc and developed at a higher speed than predicted. Ultimately, by looking into the forced online pivot, this volume furthers a reflection on how the ‘new normal’ is contributing to drive pedagogical innovation.

scholarly journals Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society

2018 ◽  
pp. 32
Author(s):  
Ismail Suardi Wekke
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Boarding School ◽  
Social Aspects ◽  
Learning Context ◽  
Muslim Minority ◽  
West Papua ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Muslim Minorities

This present study explores the practices of teaching and learning Arabic among Muslim minorities by using the approach of modernity principles. A qualitative descriptive approach was designed in this research. It was conducted in West Papua, which covered five regencies and one city. The findings demonstrate that the instruction served in a number of pesantren (Islamic boarding schools) in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol was carried out in a structured manner. In these seven locations, Islamic education that adopted a language skill-based instructional framework was presented by applying a communicative approach among santri (pesantren students). The language component fostered among santri was Arabic expressions without any special emphasis on the mastery of grammar. The pesantren atmosphere equipped with a boarding school for santri as a place to stay facilitated interactions among them as well as the instructors to practice their language skills. The skills were situated in the learning context and the accompanying environment. The existing social aspects were then used to mediate the teaching and learning process. The study also reveals that the variety of learning objectives determining the aspects of the approach and methodology affects Arabic instruction in the pesantren settings. It implies that not only does pesantren internalize a religious spirit, but it also promotes Indonesia based on the spirit of nationalism.

scholarly journals Arabic Education and Modern Learning Construction in Muslim Minority Islamic Boarding School in Indonesia

2018 ◽  
Vol 10 (2) ◽  
pp. 66
Author(s):  
Ismail Suardi Wekke
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Skills ◽  
Educational Institution ◽  
Boarding School ◽  
Boarding Schools ◽  
Learning Context ◽  
Muslim Minority ◽  
Modern Learning ◽  
Cultural Functions

AbstractIslamic boarding schools not only can bring up the religious enthusiasm, but also interpret Indonesia with a spirit of nationalism. Hence, it is not surprising that pesantren (Islamic Boarding School) is present to give a dedication to this nation aside from Islamic interest. Not only in the role of education,an educational institution like pesantren also had socio-cultural functions and role, a significant spiritual movement needs to be done to provide reinforcement towards empowerment within the goal of education holistically. A means that supports the learning process is the mastery of Arabic. This paper will describe the practice of Arabic teaching and learning in Muslim minority area with an approach to the principle of moderation. The research was carried out in West Papua which included five districts and one city. The results of the study showed that the application of learning that was carried out in Islamic boarding schools in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol, was done in a well-structured. In the seven locations, Islamic education within the framework of the learning process that is based on language skills is carried out with the santri (Students) communicative approach.The skill of the students that is trained is linguistic expression without special emphasis on grammar mastery. The environment of boarding schools that provide dormitories as a place to live becomes a tool of interaction among santri (students) in practicing language skills. The language ability of the students is adapted to the learning context along with the environment. The existing social aspects are used to support the learning process. Finally, this research concludes that differences in learning objectives and determining approach and methodological aspects will affect learning Arabic.Keywords: Modern, Learning, Islamic Boarding School

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Comparative Study of Iran and the UK national curriculum based on the principles of Mind, Brain and Education

2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Nazanin Reza Zadeh Mottaghi ◽  
Mahmoud Talkhabi
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Quality Standard ◽  
Thinking Skills ◽  
Reflective Practices ◽  
Science Of Mind ◽  
High Quality Standard ◽  
The Uk ◽  
Collaborative Activities

This study compares the national curriculum of Iran and the UK to find out how the educational system indeveloping countries such as Iran can be improved. Because of implementing thinking skills and cognitive education,the educational system in the UK benefits from a high-quality standard. The science of mind, brain, educationintroduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learnersfor the societies. In this study, we specified the main parts of the national curriculum in both countries and selectedsome of the principles to determine whether these two countries apply them in their national curriculum. Some ofthese principles focus on some significant issues: teaching models, the use of Meta-discipline and HolisticTechniques, authentic learning experiences, use of products, processing and progressing Evaluations, developingexplicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democraticactivities, preparing students to set personal objectives, giving themselves feedbacks, technology and flippedclassrooms, and beginning Year- Round Schooling. The results show that Iran needs more precise and detailedlearning objectives in its curriculum, use of democratic and collaborative activities with academics and students,develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it issuggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs ofnew generation of learners.

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