Application of Sociocultural Identity Theory to Education in EFL Textbooks Development

2020 ◽  
Vol 10 (5) ◽  
pp. 536
Author(s):  
Yaghoob Javadi ◽  
Mozhdeh Tahmasbi
Keyword(s):  
Second Language ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Identity Theory ◽  
Reference Book ◽  
Teaching Program ◽  
Teaching Materials ◽  
Cultural Components ◽  
Sociocultural Identity

The present study aims to use Sociocultural Identity theory to education with reference to teaching and learning English as a second language in the EFL textbooks development. The findings of this study revealed that there is a need to use the cultural sensitive and context-appropriate materials in the EFL textbooks. It is urgent to teaching materials correspond with the learners’ attitudes, religious opinions and preferences. Because, textbook is not only a commercially accessible reference book which is utilized in a language teaching program, it additionally serves as a significant way to convey political and ideological orientation. Moreover, textbooks decide not only content teaching and learning environments, but also what dominant or valid culture is passed on. Then one goal of textbooks is to serve as a means of facilitating the integration of content about ethnically, racially and culturally diverse individuals. To this end, textbook writers should avoid cultural inequalities and prejudices that learners can absorb in their learning, and have a balanced representation of social / cultural components such as ethnicity, gender, and race.

Structural-Cognitive

1980 ◽  
Vol 1 ◽  
pp. 26-42
Author(s):  
F. Gomes de Matos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Second Language Teaching ◽  
Explicit Mention

The design of teaching materials for second or foreign language teaching (hereafter SFLT) should be a particularly creative and insightful activity for applied linguists to engage in, yet a search through the ever-growing literature of Applied Linguistics reveals that relatively negligible attention has been given to the study of applications of linguistics to SFLT textbooks (Gomes de Matos 1976a). A look at the Proceedings (1971, 1974, 1976) of three Congresses of the International Association of Applied Linguistics (AILA) shows that in its Stuttgart, 1975 Congress, AILA features a section devoted to Language Materail Development, but the program of its 1978 Montreal meeting reveals that the former sectin was subsumed under the section Second Language Teaching and Learning. Greater recognition of the importance of textbooks in Applied Linguistics can be seen in the inclusion in AILA's 1981 Congress in Lund, Sweden of a section on Teaching Materials, Textbooks (note the explicit mention of the latter), and Pedagogical Grammars.

scholarly journals On the Use of Corpora in Second Language Acquisition – Chinese as an Example

2021 ◽  
Vol 11 (2) ◽  
pp. 131-142
Author(s):  
Mária Ištvánová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Teaching Materials ◽  
Exploratory Approach

This paper aims to introduce the language corpora and the advantages of their use in the process of Chinese language acquisition. We provide practical examples of the corpora's direct and indirect use for teaching and learning Chinese as a second language. The exploratory approach towards Chinese by using various types of corpora is applicable for general language seminars as well as specialized translation seminars. The indirect use is mainly linked to the preparation of teaching materials and facilitates the curriculum design.

scholarly journals 10. Exploring Strategies in Facilitating Cultural Diversity: A Freirean Approach

2011 ◽  
Vol 1 ◽  
pp. 61
Author(s):  
Zenobia Jamal ◽  
Shibao Guo
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Higher Education Institutions ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Canadian Higher Education ◽  
Diverse Cultures

The student population in Canada’s higher education institutions is becoming increasingly racially and culturally diverse. Canadian higher education has the obligation to build inclusive teaching and learning environments where the needs and aspirations of students from diverse cultures and backgrounds can be addressed in an equitable manner. Using a Freirean approach, this paper aims to develop a process for deriving useful and practical strategies to meet the challenges of creating culturally and linguistically inclusive classroom environments.

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

Corpus Research Applications in Second Language Teaching: A Look into Corpus-informed Materials Development

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Norwati Roslim ◽  
Muhammad Hakimi Tew Abdullah ◽  
Anealka Aziz ◽  
Vahid Nimehchisalem ◽  
Azhani Almuddin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching Materials ◽  
Materials Development ◽  
Practical Applications ◽  
Reference Grammar ◽  
Corpus Studies ◽  
Reference Corpus ◽  
Clear Guideline

Numerous corpus studies have suggested that teaching materials design could greatly benefit from the empirical information about language use provided by corpus linguistics. In spite of the awareness that corpus-based research can offer valuable insights for materials development, still relatively small number of studies report on the practical applications of corpus data for teaching materials development. There is no clear guideline or framework on how corpora and corpus studies could assist in developing teaching materials. Hence, this study focusses on one grammatical item which poses problems to Malaysian learners, that is, prepositions. The objectives are (i) to identify prepositions in the British National Corpus as a reference corpus and the descriptions offered by linguists and grammarians as a reference grammar, and (ii) to provide a framework to use reference corpus, reference grammar and corpus-based research, as a resource for developing materials in the teaching of prepositions. In order to meet the objectives, content analysis was used as the methodology throughout this study. The findings showed that reference corpus, reference grammar and corpus-based research could be used systematically as guidance to develop corpus-informed materials. It is hoped that this contribution of knowledge could have an impact on second language learning-teaching.

Memory Transfer Language: an absolute learner-driven visualizer

2014 ◽  
Vol 13 (9) ◽  
pp. 5015-5019
Author(s):  
Leonard J. Mselle
Keyword(s):  
Teaching And Learning ◽  
Visualization Technique ◽  
Teaching Materials ◽  
Memory Transfer ◽  
Learning Programming ◽  
Teaching And Learning Programming

This article discusses visualization as a technique to enhance programming comprehension. It points out that current animation approach, being machine-based technique, is inadequate due to the fact that machine-based animation tools are difficult to integrate in the current teaching materials. In addition, machine-centered animators do not guarantee the learner with absolute engagement. In this paper, MTL, as a visualization technique which is absolutely learner-driven is demonstrated and discussed. It is shown that MTL can be integrated with current materials for teaching and learning programming and it can guarantee absolute authority to the learner.

PENGEMBANGAN BAHAN AJAR BERBASIS PENDEKATAN OPEN ENDED PADA MATERI FPB/KPK KELAS IV UNTUK MENINGKATKAN KEMAMPUAN PENALARAN SISWA DI SD NEGERI TAMBAKREJO 01 SEMARANG

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ambar Widianingrum ◽  
Joko Sulianto ◽  
Rahmat Rais
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Field Trials ◽  
Teaching Materials ◽  
Initial Field ◽  
Analysis Technique ◽  
Quantitative Descriptive ◽  
Stage 1

The purpose of this study was to describe the feasibility of teaching materials based on an open-ended approach to improve the reasoning abilities of fourth grade students in elementary schools. This type of research is research and development (Research and Development). The subjects of this study were 3 classroom teachers. The data analysis technique used is descriptive qualitative data analysis (data reduction, data presentation and conclusion) and quantitative descriptive data analysis. Based on the results of stage 1 media validation, it was obtained 84.8%, and the results of stage 2 media validation were obtained 94.8%. The result of material validation for stage 1 was obtained 84.6%, and validation for material for stage 2 was obtained 93.3%. The results of initial field trials obtained media 93.7% and material 92.3%. This shows that the teaching material is declared valid and suitable for use. Based on the results of this study, the suggestion that can be conveyed is that teaching materials based on an open-ended approach can be used as a tool for teaching and learning resources for students.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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