scholarly journals Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice

2015 ◽  
Vol 12 (2) ◽  
pp. 184
Author(s):  
Bachrudin Musthafa
Keyword(s):  
High Schools ◽  
Classroom Practice ◽  
Communicative Language Teaching ◽  
Reform Initiative ◽  
National Education ◽  
Indonesian Government ◽  
The Past ◽  
Theoretical Assumptions ◽  
Esl Pedagogy ◽  
English Instruction

Trying to keep abreast to recent development in ESL pedagogy, Indonesian Government in this case Ministry of National Education has for the past two decades been trying to reform English instruction at the junior and senior high schools across the country. This article describes the issues surrounding the reform initiative and the response the system has made to address the issues. The existing, problematic conditions are delineated and possible ways for improvement are then put forth.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

scholarly journals Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals Factor analysis to identify the dimension of Test of English Proficiency (TOEP) in the listening section

2015 ◽  
Vol 1 (1) ◽  
pp. 45 ◽  
Author(s):  
Heri Retnawati ◽  
Sudji Munadi ◽  
Yosa Abduh Al-Zuhdy
Keyword(s):  
Factor Analysis ◽  
High Schools ◽  
Data Analysis ◽  
Quantitative Research ◽  
English Proficiency ◽  
Dominant Dimension ◽  
National Education ◽  
Confirmatory Factor ◽  
Eigen Value ◽  
Data Documentation

This research is aimed at identifying the amount of the ability dimensions contained in the Test of English Proficiency (TOEP), particularly in the listening section. This study is an explorative descriptive quantitative research. The data of the study are the responses of the TOEP participants in the whole Indonesia in 2010, in some TOEP components. The participants are grade IX students of senior high schools. The collected data were gained from the data documentation of the Diretorate of Senior High Schools Founding of the National Education Ministry, Jakarta. The data analysis for identifying the dimension was done by implementing exploratory and confirmatory factor analysis. The exploratory factor analysis was done by using SPSS computer program. The result of the research shows that of the seven sets of listening which were analyzed, all of them contain listening dominant dimension if they are analyzed using graphics method, explainable variance, and Eigen value ratio.

scholarly journals Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

2021 ◽  
Author(s):  
Amanda Frasier
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Classroom Practice ◽  
School Administrators ◽  
State Level ◽  
Lessons Learned ◽  
School Level ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.  

scholarly journals Conceptualizing the Parliamentarization and Politicization of European Policies

2019 ◽  
Vol 7 (3) ◽  
pp. 227-236 ◽  
Author(s):  
Niels Gheyle
Keyword(s):  
European Integration ◽  
Ad Hoc ◽  
National Parliaments ◽  
Complete Understanding ◽  
Related Literature ◽  
The Past ◽  
Theoretical Assumptions ◽  
European Policies ◽  
Eu Studies ◽  
The Eu

In the past 20 years, two related literature strands have gradually moved centre stage of the attention of EU Studies scholars. The first is preoccupied with the ‘politicization of European integration’, a multi-faceted concept that aims to tie together a multitude of political and societal manifestations underlying an increasing controversiality of the EU. A second concerns the parliamentarization of the EU, referring to the changing (institutional) role and EU-related activities national parliaments engage in. The key point of this contribution is simple, but often overlooked: We can and should be seeing parliamentarization as a necessary, yet insufficient, component of a wider process of politicization. Doing so goes beyond the often ad hoc or pars pro toto theoretical assumptions in both literature strands, sheds new light on the normative consequences attached to these phenomena, and furthers a more complete understanding of how a ‘comprehensive’ politicization of European policies develops.

The Design and Implementation of English Instruction in Four High Schools With CSIEC System

2018 ◽  
pp. 438-461
Author(s):  
Jiyou Jia
Keyword(s):  
High Schools ◽  
Reliability And Validity ◽  
Learning Performance ◽  
Successful Implementation ◽  
Web Based ◽  
Design And Implementation ◽  
English Classes ◽  
Long Term Effect ◽  
English Instruction

It is an important but complicated issue to investigate the long-term effect of the intelligent Web-based English instruction system CSIEC on students' learning performance with satisfying reliability and validity. This chapter introduces three years' process of the design and implementation of English instruction in four diverse high schools with the CSIEC system (i.e. the integration of CSIEC system into English instruction in four high schools: the project team organization, the survey and user needs analysis before the project implementation, system design, programming and test, the process of CSIEC's integration into English classes, and phase meetings). The management issues of the project were thought to guarantee its successful implementation in four different high schools located in distant provinces in China.

The process vs genre debate

1990 ◽  
Vol 13 (1) ◽  
pp. 100-122 ◽  
Author(s):  
Christine Walton
Keyword(s):  
Second Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cross Cultural ◽  
Theoretical Assumptions ◽  
Language Teaching And Learning

Abstract This paper examines the debate between process and genre approaches to language teaching and learning in a particular cross-cultural and English as a Second Language setting. It argues a position based on the analysis of both the respective theoretical assumptions as well as the evidence from classroom practice.

Automatic Extraction of Valency Information

1995 ◽  
Vol 107-108 ◽  
pp. 89-111
Author(s):  
Jan Daugaard ◽  
Sabine Kirchmeier-Andersen ◽  
Lene Schøsler
Keyword(s):  
Natural Language ◽  
Research Team ◽  
Corpus Analysis ◽  
Automatic Extraction ◽  
The Past ◽  
Natural Language Parsing ◽  
Theoretical Assumptions ◽  
The Creation

Abstract The above research team has for the past 4 years been working on a database of valency schemes for 4,000 Danish verbs. First we present the underlying theoretical assumptions for the creation of valency schemes. Then the tools to perform automatic extraction of valency information from corpora are described. Finally, the results are presented. Keywords: natural language parsing, Danish, lexical valency, the Pronominal Approach, corpus analysis.

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