scholarly journals Developing Multiple Identities in the EFL Class: A Study on Romanian Highschool Students

2017 ◽  
Vol 14 (1) ◽  
pp. 89-96
Author(s):  
Mihaela Cozma
Keyword(s):  
Foreign Language ◽  
Multiple Identities ◽  
School Level ◽  
Language And Identity ◽  
High School Level ◽  
Foreign Language Acquisition ◽  
Close Relationship ◽  
Global Access ◽  
English Textbooks ◽  
English Instruction

Abstract There is a close relationship between language and identity, and, consequently, any process of foreign language acquisition will exert a certain influence on the learners’ overall sense of identity. In the case of English learning, the situation is even more complex, since this foreign language is commonly perceived as a key to global access. The paper will discuss the role played by the English instruction in the process of developing multiple identities in a multicultural Europe and beyond, taking into account research data based on both the input offered by the English textbooks meant for high school level, and the Romanian students’ perceptions in this respect.

scholarly journals Exploring the Cultural Awareness amongst Beninese Post-Beginner Learners of English as a Foreign Language in the Littoral Secondary Schools

2018 ◽  
Vol 6 (4) ◽  
pp. 333
Author(s):  
Hindeme Ulrich O. Sena ◽  
Egounleti Pedro Marius ◽  
Gnonlonfoun Jean-Marc
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
School Level ◽  
Cultural Aspects ◽  
Littoral Region ◽  
Close Relationship ◽  
Target Culture

<p><em>Teaching a Foreign language also involves transmitting knowledge about the target culture or the country in which the language is spoken. This study aimed at investigating on the place culture in English as Foreign Language classrooms at secondary schools level in Benin context and the post-beginner learners’ cultural awareness in relation to successful communicative performance and language proficiency development. With that aim, a cultural awareness test was</em><em> administered to three hundred and sixty participants selected randomly at the rate of thirty-six per school from ten secondary schools of the Littoral region of Benin. Two hundred and sixty </em><em>valid answers were then collected and </em><em>analyzed quantitatively using</em><em> Microsoft Excel 2007. The results revealed that many teachers seem to underestimate the importance of culture, which explains a gap between their perceptions and practices in dealing with culture. Consequently, Beninese learners did not acquire cultural awareness. Indeed, EFL teaching in Benin may have missed the focus on cultural aspects of the foreign language and thereby explains learners’ failure to achieve successful intercultural communication. Some respondents also viewed comparing aspects of the students’ own culture with those of the target culture as the commonest way of developing cultural awareness. Moreover, shortage of time was seen as the main obstacle for teaching culture in classrooms. Students do not recognize the cultural aspect of the language despite their close relationship, which was proved in the dual and simultaneous improvement of advanced students’ performance in linguistics, and cultural knowledge, which, in turn, engenders their lack of cultural awareness being a key element in language proficiency and intercultural communicative competence. This research paper comes up with the recommendations that school authorities should design a specific culture oriented syllabus that covers all the different levels of English learning at secondary school level. In this regard, all the variables (setting, cultural, institutional, linguistic, and methodological) should be taken into account and mainstreamed in the curriculum. In the same vein, EFL teachers should consider Culture as an integrative factor in language teaching process.</em></p>

scholarly journals The Representation of Gender in a Textbook Entitled When English Rings a Bell

2021 ◽  
Vol 5 (1) ◽  
pp. 93
Author(s):  
Fenty Lidya Siregar ◽  
Henni Henni ◽  
Silvanni Comara
Keyword(s):  
Junior High School ◽  
School Level ◽  
Female Characters ◽  
High School Level ◽  
Gender Representations ◽  
Relational Processes ◽  
Male Characters ◽  
Gender Biases ◽  
English Textbooks ◽  
Junior High School Level

Abstract. Despite countless criticism that English textbooks contain gender biases, teachers still use textbooks in their teaching. This study investigated the representation of gender in an English textbook for junior high school level: When English Rings a Bell. Halliday’s transitivity system (Halliday & Matthiessen, 2004, 2014) is applied in this qualitative study to reveal how gender is represented. The result shows female characters dominate the roles of Participants. Regarding the types of Processes, the depictions of male and female characters are both significant in Relational processes; however, female characters are more frequently represented than male characters in other Processes. It is observed that both males and females are mostly attributed with positive personality adjectives. Only a few male characters are associated with negative traits. This study is expected to provide teachers and book authors with references of gender representations in the textbook so they can be aware of the imbalance and actively contribute to lessen this discrepancy. Keywords: Textbook, gender representation, English, ideology

scholarly journals Cultural education through the high school level English textbooks

2015 ◽  
Vol 3 (3) ◽  
pp. 95-103 ◽  
Author(s):  
Kouki Ookawa
Keyword(s):  
High School ◽  
Junior High School ◽  
School Level ◽  
Ministry Of Education ◽  
Intercultural Understanding ◽  
High School Level ◽  
High School English ◽  
Sports Science ◽  
English Textbooks ◽  
Materials Used

Abstract It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows that the materials contain various kinds of categories, and many concern English-speaking countries. Furthermore, an important fact is that many materials concerning Japan, aimed at understanding its own culture, are shown in the textbooks as well. Finally, the paper suggests future direction for the use of materials in the textbooks in order to facilitate intercultural understanding.

scholarly journals Specific Features of Three Newly Published English Textbooks for Elementary School in Japan – A Quantitative Study of the Textbooks

2021 ◽  
Vol 13 (1) ◽  
pp. 35-45
Author(s):  
Kiyomi Watanabe
Keyword(s):  
English Education ◽  
School Level ◽  
Size Analysis ◽  
School Life ◽  
Vocabulary Size ◽  
High School Level ◽  
Primary Level ◽  
Grade 5 ◽  
Quantitative Analyses ◽  
English Textbooks

As Japan starts English education at the primary level in 2020, the study looks at three sets of English textbooks for the primary level through quantitative analyses. The objective of the study is to find specific features of each textbooks through quantitative analyses, because quantitative studies are known to be useful objective information which qualitative studies often fail to miss. The vocabulary-size analysis shows the following. First, Crown Jr. textbooks have the largest vocabulary size, second, the Correspondence Analysis shows that Crown Jr. textbooks seem to contain some Jr. high school level grammar, and third, Grade 5 textbooks of Junior Sunshine and New Horizon Elementary focus on the alphabets, singing and chanting, and school life; that Grade 6 textbooks of New Horizon Elementary and Junior Sunshine have materials on international foods and culture, and that both grade 5 and 6 textbooks of Crown Jr. contain more third-person sentences. The study believes these findings would provide useful information for those who are engaged in primary and secondary English education in Japan.

scholarly journals English day and non-formal education

FLOBAMORA ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 72-78
Author(s):  
Gracia Otta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Sunday School ◽  
School Level ◽  
School Teachers ◽  
High School Level ◽  
School Teaching ◽  
Physical Response ◽  
English Textbooks

Abstract This program is a combination of The Community Development Partnership Program (CDPP) and research. It is one of the obligations of the writer in carrying out the University of Nusa Cendana's three principles, namely teaching, researching, and serving the community. The point of this program is Sunday School teachers in 22 and 24 service area of the Imanuel Church Oepura in Kupang, who will apply the method in Sunday School teaching every two weeks. This program is implemented per semester. There are three goals to be achieved; first, to run the English Day program that launched by the Governor of NTT, Viktor B. Laiskodat, secondly, to refresh and to give new atmosphere and enthusiasm for Sunday School teachers to maintain English language skills when attending school several years ago, and finally to support global tourism programs in the coming years in East Nusa Tenggara. Based on the analysis of the situation of young language learners in Sunday School, the writer set the method of Total Physical Response (TPR) through Bible-themed songs and games in English to develop the spirit and ability to learn English. This classic method is also still reaping the pros and cons but in its implementation, it still play role to be something interesting and easy for young language learners to get vocabulary and pleasant learning experiences. In general, the material can be well received because of the education background of Sunday School teachers from the High School level, Vocational School, and Sarjana Degree. Based on the application on Sunday School 55 participants, in 6-14 year old group could follow the instructions appropriately. Furthermore, in 3-5 year olds group only followed the movement of songs or games but could not understand the instructions or the aims of the games. The output of this program is to gradually begin with learning the names of Bible characters, places, and books in English, vocabulary and other games and songs to increase English vocabulary in speaking, listening, reading, and writing skills in English that programmed in the curriculum also English Textbooks for Sunday School participants.

scholarly journals ENGLISH SENIOR HIGH SCHOOL TEXTBOOK ANALYSIS: ADDRESSING GENDER BIAS ISSUES

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Nashriyah Nashriyah ◽  
Dini Khairul
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
School Textbook ◽  
Generic Construction ◽  
The Difference ◽  
English Textbooks ◽  
Gender Presentation

Due to the imbalance gender presentation in English Senior High School textbook detected during teaching practice program, the researcher was interested in doing a research about the issue. Students might take much time to learn from textbooks to develop their gender roles at school, therefore, the proper textbooks which attain the objectives of gender equality are needed. The aim of this study is to investigate whether or not female and male are presented equally in the English Senior High School textbook. The object of this study is the English textbooks widely used by teachers in Banda Aceh Senior High School. First and second textbook entitled Bahasa Inggris X Semester 1 and Bahasa Inggris X Semester 2 were written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2014. Third and fourth textbook entitled Bahasa Inggris XI Semester 1 and Bahasa Inggris XI Semester 2 were written by Mahrukh Bashir in 2014. The last textbook is Bahasa Inggris XII was written by Utami Widyati, Zuliati Rohmah, and Furaidah in 2015. All textbooks were published by Indonesian Ministry of Education and Culture. The focus of this study is the gender representation through five aspects which were also used by Amini and Parviz in their study in 2012. The five aspects are visibility, firstness, masculine generic construction, activity, and occupation. The result showed that four aspects were led by male in the term of quantity: visibility, firstness, masculine generic construction, and occupation while females were more visible in activity aspect. Even so, the difference of number was not too big in every aspect, except the visibility. However, in the term of quality, visibility and activity aspects showed that female and male are presented fair enough in English textbook at high school level by involving females in every aspect which may indicates that females are considered as important and useful as males nowadays.

Towards developing a multi-aspectual framework for systematic evaluation of locally prepared ELT materials

2015 ◽  
Vol 14 (2) ◽  
pp. 164-186 ◽  
Author(s):  
Reza Biria ◽  
Abbas Mehrabi Boshrabadi
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Senior High School ◽  
School Level ◽  
Systematic Evaluation ◽  
Teaching English ◽  
School Students ◽  
Content Type ◽  
English Textbooks

Purpose – This paper aims to develop a multi-aspectual framework for evaluating locally prepared English language teaching (ELT) materials used for Iranian senior high school students. Many practitioners of the field assert that the inappropriate development of ELT materials would leave an adverse effect on the potential value of the realistic ways which translate the educational beliefs on language learning into operational goals defined by local educational systems. Design/Methodology/Approach – Using a stratified sampling method, 120 high school students along with 60 ex-students attending Isfahan (Khorasgan) University as well as 30 English as a Foreign Language (EFL) teachers teaching English courses at high schools were selected. To measure the participants’ attitudes toward the pedagogical effectiveness of English textbooks (i.e. Right Path to English series), a 30-item questionnaire developed based on the comprehensive guidelines suggested by Nation and Macalister (2010) about materials development was used. To improve the credibility and dependability of respondents’ perceptions, a focused-group interview was further utilized as a source of triangulation. Findings – The findings revealed that the multi-aspectual framework is a comprehensive and valid model utilized for post-use materials evaluation. The results also depicted that the target textbooks published by the Iranian Ministry of Education did not satisfy the actual needs of students. Practical implications – The findings may offer certain benefits to teaching English as a foreign language (TEFL) teachers, policy makers and materials developers engaged in locally ELT material design. Originality/value – The present study used a comprehensive list of criteria dominating not only the curriculum development but also the principles governing the EFL classroom practices. Considering the principles as a litmus test for evaluation, the study used a principle-driven approach to evaluate the Iranian English textbooks used in senior high school level.

scholarly journals Tangible and Natural Of Indonesian Cultural Heritage Presented In English Textbooks For Senior High School Student

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Trifonia Fahik ◽  
Ni Made Ratminingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Cultural Heritage ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Cultural Elements ◽  
Visual Materials

Cultural elements play an essential role in learning a foreign language; thus, it is unavoidable that EFL (English Foreign Language) textbooks carry cultural elements. This study was framed with qualitative research and aim to explore the presence of intangible, tangible cultural heritage in the visual materials (painting, photography, drawing, digital drawing) and to examine their distribution according to their types. The data to be analyzed was obtained from two textbooks for senior high school students entitled English Skills for Better Future for grade tenth and eleventh in senior high school. Content analysis was applied to analyze types of visual materials that present cultural heritage. The result showed that 163 visuals material were determined as 84 photos, 14 digital drawings, nine brochures, 35 advertisements, four flyers, nine forms, 16 proverbs, and one riddle. Cultural bias and stereotypes have not been detected in the images presented in both textbooks with the same title for 10th and 11th grade students in senior high school. The images presented are suitable for students at the senior high school level. Visual has an aesthetic value and aims to bring students to know the various Indonesian culture elements presented in these textbooks. Teachers and students who use books published by PT Grafindo Medika Pratama as a learning resource, this study might help in mapping the type of culture presented in the textbooks.Keywords: Intangible Cultural Heritage, Tangible Cultural Heritage, Natural Heritage, English Textbook

scholarly journals Do The Children Need To Learn English at Elementary Level ?

2020 ◽  
Vol 4 (3) ◽  
pp. 551-557
Author(s):  
Vitri Angraini Hardi ◽  
Lusi Marleni
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Foreign Language Learning ◽  
School Level ◽  
Early Age ◽  
Maturity Level ◽  
High School Level ◽  
Essential Point

This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the government’s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs. 

Indonesian Efl Teachers’ Practice Of Interactional Feedback

2017 ◽  
Vol 1 (3) ◽  
pp. 489
Author(s):  
Nunung Suryati
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Junior High School ◽  
School Level ◽  
High School Level ◽  
Conversational Interaction ◽  
Efl Teachers ◽  
Different Types ◽  
Junior High School Level ◽  
Observation Protocol

<p>Interactional feedback is defined as feedback that is generated by teachers in response to both erroneous and communicatively inappropriate utterances that students produce during conversational interaction (Nassaji, 2015).  Interactional feedback has been investigated in second language acquisition contexts, but little has been done concerning interactional feedback in foreign language settings, particularly in Indonesian context. In this descriptive study, conducted at junior high school level, it was aimed to identify the actual practice of instructors of English as a foreign language on interactional feedback in their classrooms. A classroom observation protocol was used to collect the data. The results show that teachers in general have applied different types of interactional feedback. However, not all interactional feedback results in students’ uptakes.</p>

Sign in / Sign up

Export Citation Format

Share Document