scholarly journals Using English as the Language of Science

2021 ◽  
Vol 83 (3) ◽  
pp. 154-160
Author(s):  
Nina Meyerhöffer ◽  
Daniel C. Dreesmann
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
English Learners ◽  
Eighth Graders ◽  
Field Trips ◽  
Exchange Model ◽  
Desert Ecosystem ◽  
Secondary English ◽  
Language Of Science ◽  
Curricular Content

This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretest/posttest design. They met the curricular outcome requirements, and their motivation was remarkably high at both test times. We discuss implications for further application of the exchange model.

Using English to Learn While Learning to Use English: International Field Trips as a Way to Learn (Through) Language

2016 ◽  
Vol 3 (2) ◽  
pp. 141-149
Author(s):  
Lucélia Ramos Alcântara
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Real Life ◽  
Field Trips ◽  
Learning Approach ◽  
Integrated Learning ◽  
Direct Relation ◽  
Globalized World ◽  
Learning English

AbstractLearning English has always been the goal for many people to achieve. Content knowledge of any subject used to have no direct relation with mastering a foreign language. That is water under the bridge. Learning through a foreign language is a trend and must be considered as a way to prepare students for a globalized world. The adoption of a Content Language Integrated Learning Approach seems to fulfill the need for future successful professionals in field. By offering the opportunity to live real-life situations where content has to be acquired through any understanding of input in English, international field trips are an excellent way to educate content-literate and language-effective students.

scholarly journals CYBERL@B AS AN OPEN EDUCATIONAL RESOURCE (OER) FOR LEARNING ENGLISH THROUGH PRACTICE AND COLLABORATION

2020 ◽  
Vol 4 (3) ◽  
pp. 31-57
Author(s):  
Allen Quesada ◽  
Jenaro A. Díaz-Ducca
Keyword(s):  
Costa Rica ◽  
Foreign Language ◽  
English Learners ◽  
Free Access ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Secondary English ◽  
Theoretical Concepts ◽  
Education Resource

The teaching of English as a Foreign Language (EFL) is a key field in public education in developing countries.  In the case of Costa Rica, the free-access EFL platform and Open Education Resource (OER), Cyberl@b (https://cyberlab.ucr.ac.cr), was designed in order to meet public educational needs and policies, and it is targeted towards primary and secondary EFL teaching.  In this article, Cyberl@b will be described and analyzed in the light of Laurillard’s concepts of Learning Through Practice (LTP) and Learning Through Collaboration (LTC).  Based on these theoretical concepts, basic criteria were extracted in order to evaluate the platform as an educational resource that offers multimedia, synchronous and asynchronous interaction, peer and mentor feedback, as well as affordances for practice and collaboration in the following macro and micro skills: listening, speaking, reading, writing, grammar, pronunciation, and vocabulary. The study concludes that Cyberl@b allows for rich opportunities for practice and collaboration according to LTP and LTC principles for primary and secondary English learners in Costa Rica and around the world.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

scholarly journals EXPLORING ENGLISH LISTENING PROBLEMS AMONG EFL STUDENTS AT IAIN KUDUS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Azizah Maulina Erzad
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Listening Comprehension ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Learners ◽  
Physical Conditions ◽  
Efl Students ◽  
Listening Process

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

scholarly journals Promoting Student Voice and Choice: Examples from a Secondary EL Classroom Project

2019 ◽  
Vol 16 (1) ◽  
pp. 1-33
Author(s):  
Emily Suh ◽  
Lisa Hoffman ◽  
Donna L. Albrecht ◽  
Scott Wade
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
English Learners ◽  
English Language ◽  
Gifted Students ◽  
High Ability ◽  
Secondary English ◽  
Multilingual Students ◽  
High School Class

A creative reflection project was designed and implemented for English learners in a newcomer high school class using instructional strategies which are often reserved for classes with gifted students. The researchers designed the project around two principles which are also hallmarks of high ability curriculum design: 1) an assumption that emerging multilingual students have high abilities and unrecognized talents, and 2) a commitment to students using their own agency to show their learning. We consider connections between instructional strategies used by English language learning specialists and high ability education specialists. The resulting asset-based project was aligned with the WIDA framework to support differentiation and assessment. This article discusses the successes and struggles that came from implementing this project with secondary English learners. We also share the materials created for this unit as well as considerations for other educators who might consider adapting or implementing a similar project.

scholarly journals Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Pedagogika ◽  
2020 ◽  
Vol 139 (3) ◽  
pp. 111-135
Author(s):  
Siti Aimah ◽  
Dwi Rukmini ◽  
Mursid Saleh ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Time Series ◽  
Content Knowledge ◽  
English Teachers ◽  
English Teacher ◽  
Single Group ◽  
Secondary English ◽  
Pedagogical Content ◽  
Series Design ◽  
Equivalent Time ◽  
Before And After

This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

scholarly journals The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff
Keyword(s):  
Teacher Efficacy ◽  
Foreign Language ◽  
Content Knowledge ◽  
Two Dimensions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Language Teacher ◽  
Rural Teachers ◽  
New Instrument

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 

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