scholarly journals Returning to our SELF, Cultivating Transformative Learning: Rumi’s Stories in English Classes

2019 ◽  
Vol 9 (3) ◽  
pp. 193 ◽  
Author(s):  
Parvin Safari
Keyword(s):  
Transformative Learning ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Classical Literature ◽  
Participatory Action ◽  
English Classes ◽  
Evolution Of Morality

English globalization intermingled with cultural and linguistic imperialism encompasses hegemonic influences, endeavoring to stealthily spread ideologies and values of the West into local cultures.   English Language Teaching (ELT) contexts are academic spheres in which such domineering forces are tangibly conceived as the curriculum and English materials can become footpaths of this monopoly whereby students and teachers (sub) consciously capitulate to oppressive colonization. However, a focus on nurturing and promoting local enriching cultures and classical literature can be a step which counterbalances such furtive movements and releases students’ nomadic potentiality in learning. As such, in this participatory action research, the researcher attempts to transcend the confines of top-down imposed curricula and embrace a non-linear curriculum inspired by Rumi’s stories and philosophies. The participants involved 18 female English learners of a private language institute at advanced level who for three semesters participated in this transformative journey.  Thematic analysis of triangulated data gathered through participant observation, semi-structured interview, field notes, and journaling unveiled themes illuminating students’ de-marginalization from governing ideologies, their roles as insiders within the curriculum, evolution of morality, spirituality, and wisdom, and critical awareness and reflective thinking growth.

scholarly journals ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH

2021 ◽  
Vol 21 (1) ◽  
pp. 46
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Lianita Ali Nasution
Keyword(s):  
Parental Involvement ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Sampling Method ◽  
Language Teaching ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Face To Face

The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study showed that KES teachers implemented at least seven strategies to teach English for their students from engaging learners in daily oral language activity, to establishing a nurturing environment, playing games, storytelling, audio-visual, singing, and teaching face to face. Furthermore, the teachers faced four constraints in applying those strategies, which are: students’ misbehavior, inconsistency of students’ attendance, lack of parental involvement, and insufficient number of teacher.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Strengthening Islamic Literature in the Indonesian English Language Teaching

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Dedi Irwansyah
Keyword(s):  
Conceptual Model ◽  
English Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Context ◽  
Library Research ◽  
Proposed Model ◽  
Islamic Values ◽  
Islamic Literature

The emerging interest in using literature to teach English has not yet highlighted the significance of Islamic literature within Indonesian educational context. This article presents the portrayal of Islamic literature in English language teaching (ELT) study area and offers a possible conceptual model of integrating Islamic literature into ELT. Following a library research method, with the corpus consisting of fourteen stories and one poem derived from fifteen books, the findings of this study show that: most works of Islamic literature are designed for fluent readers; the presentation of Islamic literature is dominated by Middle East and Western writers; and the Western writers are not always sensitive to the symbols glorified by Muslim English learners in Indonesia. As to deal with the above findings, this study proposes a conceptual model consisting of input, process, and output elements. Not only does the proposed model strengthen the position of Islamic literature, but it also integrates the Islamic literature into English language teaching so that it could reach both fluent readers and beginning readers. The output of the proposed model, abridged and unabridged texts of the Islamic literature, can be utilized to teach vocabulary, grammar, the four basic skills of language, and Islamic values. 

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

The Language Policy of Placement Tests for Newcomer English Learners

2016 ◽  
Vol 32 (7) ◽  
pp. 936-968 ◽  
Author(s):  
Kendall King ◽  
Martha Bigelow
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Literacy Skills ◽  
Placement Test ◽  
Formal Schooling ◽  
High Stakes

U.S. public schools are required to establish policies ensuring that English language learners have equal access to “meaningful education.” This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through the local administration of the WIDA–Access Placement Test (W-APT), arguably the most widely used, yet under-studied, English language assessment in the country. Through intensive participant observation at one, urban new student intake center, and detailed qualitative, discursive analysis of test administration and interaction, we demonstrate how the W-APT works as a high-stakes assessment, screener, and sorter, and how test takers and test administrators locally negotiate this test and enact this federal and state policy. Our analysis indicates that the W-APT is problematic in several respects, most importantly because the test does not differentiate adequately across students with widely different literacy skills and formal schooling experiences.

The challenges of participation in doing community-based participatory action research: Lessons from the Kwithu Project

2016 ◽  
Vol 15 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Nathalis G Wamba
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Random Group ◽  
Running Water

The Kwithu project started when a volunteer who joined Kwithu, a community-based organization in Mzuzu, Malawi (Africa), to teach English gave a diagnostic test to a random group of forty 7th and 8th graders (20 boys and 20 girls) and discovered that most of them could hardly read or write in English. The test results prompted Maureen, the Kwithu director and co-founder, the teacher and myself to meet with the headteachers of the three schools mostly attended by Kwithu children. The headteachers appreciated our concerns about the English proficiency of the children, but they advised us to focus on more urgent matters if we truly wanted to help, e.g., lack of teaching and learning materials, lack of running water in schools, hunger, teacher qualifications, etc. This advice shifted our initial inquiry goal—from English language teaching—to a community-based participatory action research project designed to address the school conditions in Luwinga. In this paper, I describe the community-based participatory action research inquiry and I reflect on the process of participation.

scholarly journals The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rusdiah Rusdiah
Keyword(s):  
Social Skills ◽  
Nonverbal Communication ◽  
Creative Thinking ◽  
English Language ◽  
Language Teaching ◽  
Participant Observation ◽  
English Language Teaching ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
Group Consultation

This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students.                    Key words: social skills, speaking, undergraduate English language teaching students 

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

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