scholarly journals A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA

2018 ◽  
Vol 7 (3) ◽  
pp. 531 ◽  
Author(s):  
Gin Gin Gustine
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
English Language ◽  
Methodological Approach ◽  
Group Discussion ◽  
English Teachers ◽  
Teaching English ◽  
Efl Context ◽  
The Usa ◽  
Approach To Teaching

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2021 ◽  
pp. 61-65
Author(s):  
Olha Draginda ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
Evaluative Judgment ◽  
Teaching English ◽  
First Year Students ◽  
Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

scholarly journals Teachers' Perspectives of Difficulties Face Teaching English Language as a Foreign Language at the Intermediate Schools

2019 ◽  
Vol 6 (3) ◽  
pp. 420
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Teaching English ◽  
Intermediate School ◽  
Intermediate Schools ◽  
Female Teachers ◽  
Significant Difference ◽  
Spss Software ◽  
Teachers Perspectives

The study attempts to determine the most influential difficulties that face Iraqi-English teachers as they have experienced through teaching process and the extent to which the variable of gender could influence teachers’ perspectives toward the difficulties of teaching. A sample of (34) intermediate-school teachers were chosen randomly from different schools at Al-Karkh side of Baghdad city. A questionnaire of (37) items was administered to the study sample to collect the needed data. SPSS software version (20) was run to analyze the collected data. The findings of study revealed that there is no statistically significant difference between male and female teachers at the level (a=0.05) in their perspective toward the difficulties in teaching English. Additionally, the most influential difficulties encounter Iraqi-English teachers are the scarcity of equipment and facilities and difficulties with students. The study came out with a number of recommendations.

scholarly journals interlanguage influences, vocabulary system, grammar, methodological tools, adapted syllabus

2021 ◽  
Vol 2021 (3) ◽  
pp. 238-243
Author(s):  
Elena El'gart ◽  
Elena Holodceva ◽  
Veronika Kameneva ◽  
Anna Sergeeva
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Language Acquisition ◽  
English Language ◽  
Methodological Approach ◽  
Teaching English ◽  
English Language Acquisition ◽  
Vocabulary Skills ◽  
The Poor ◽  
Approach To Teaching

The article introduces a methodological approach to teaching English as a second language (ESL) to schoolchildren with general speech underdevelopment and identifies the main interlingual influences. The research featured various means that optimize the English language acquisition by schoolchildren with general speech underdevelopment. The research objective was to identify and substantiate the optimal methodological tools that take into account interlanguage influences. The study revealed the causes of the poor native grammar skills in this group of schoolchildren. A longitudinal study of interlingual influences made it possible to define several methodological tools that are able to improve the process of ESL acquisition by schoolchildren with general speech underdevelopment. These tools take into account the native vocabulary skills in children of this category. The authors propose to create additional adapted ESL syllabuses for schoolchildren with general speech underdevelopment. Such programs should be based on the peculiarities of the native vocabulary and grammar development in this category of children.

scholarly journals A Critical Discourse Analytical Study on the Significance of Communicative Language Teaching Case study: Jordanian English Teachers in the Southern Badia

2020 ◽  
Vol 9 (4) ◽  
pp. 1509-1519
Author(s):  
Abdel-Hameed Al-Awabdeh ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Direct Method ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Learning Goals ◽  
Structural Method ◽  
Teaching English

The purpose of the study is to cast the light on Jordanian English teachers in the Southern Badia views on the importance of communicative language teaching. I t is difficult for English foreign language teachers to select an appropriate method of language teaching to achieve the learning goals and the essential outcomes of the English courses that taught in different fields such as schools and colleges. CLT has indicated the track for certain procedures and strategies to accomplish essential goals for teaching English language. Teachers in teaching English as a foreign language has adopted many methods, such as Reading Method, Structural Method, Direct Method, and CLT. They seek to find the appropriate to teach English for their students and they work hard to make teaching English more effective in their classes.

scholarly journals Application of contextual approach to teaching English for special purposes in higher military educational institutions

2020 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Armed Forces ◽  
Practical Experience ◽  
Educational Institutions ◽  
Contextual Approach ◽  
Teaching English ◽  
English Language Acquisition ◽  
Approach To Teaching

The article is dedicated to substantiating the reasons for applying a contextual approach to teaching English for special purposes (ESP) in higher military educational institutions. Even though future officers of the Armed Forces of Ukraine should meet severe requirements as to the level of English language acquisition, when English teachers enter an ESP classroom in a military university, they meet a lot of low-skilled students with a lack of motivation. The students can be afraid of expressing themselves in a foreign language; sometimes they are afraid, stressed, unwilling to speak up because they may not see any necessity in doing so. That’s why at ESP lessons teachers should focus not only on the subject-matter of the course but also increase students’ motivation, create a positive atmosphere, develop critical thinking and professional competence, encourage group work for reaching mutual goals. All above mentioned poses a challenge to the teacher, and the solution can be in applying a contextual approach to teaching English for special purposes that implies contextualization of materials to create true-to-life situations and submerge the students into job-related surrounding making them think about their previous experience and ways of its application under different circumstances. The article generalizes the practical experience of using contextualized materials at the English lessons for special purposes and proves that they help to create a meaningful environment for learners. As the result the students demonstrate an eagerness to express themselves using a foreign language, they are involved in the lesson and ready to work in a team. So, using contextualized materials at the English lessons for special purposes in higher military educational establishments is an up-to-date issue, as it helps to form necessary language competence of future officers, create additional motivation, and involve students in job-related activities.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals Effect of Teaching English Literature on EFL Learners' Output

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Abdelraziq A bdelghani Mahil Ibrahim
Keyword(s):  
English Language ◽  
English Literature ◽  
English Teachers ◽  
Empirical Method ◽  
Teaching English ◽  
Efl Learners ◽  
Study Participants ◽  
Academic Year

This study aimed at investigating the effect of teaching English Literature on the EFL Learners' output. This study adopted a quasi-empirical method. The sample of the study consisted of (100) English teachers. The population of the study was all English teachers in Khartoum locality in the first period in the academic year 2017 / 2018. A questionnaire was constructed to the teachers to collect data. The study used the SPSS program to analyze the data. The results revealed statistically significant differences in students 'output because the study participants strongly agreed to (14) items in the questionnaire, which their  average ranged from (4.20 to 5.00) and that means that teaching English Literature is essential and necessary for EFL Learners because its effects on their output in English language. In the light of the study findings the researcher recommended that Curricula designers, educators, and experts should adopt literature-based syllabuses or include at least literature in the syllabuses.

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