scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

Rheme and reason: Why is English always the Theme rather than the Rheme in our acronyms?

English Today ◽  
2011 ◽  
Vol 27 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Alan James Runcieman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speaker ◽  
Lingua Franca ◽  
Native English Speaker ◽  
Global Context ◽  
Leading Role

The position of ‘E’, for English, has always been at the forefront of all the acronyms of language learning and descriptions of world trends in English language teaching and acquisition, EFL, ESL, ELT, ESP, EIL, ELF, or second only to ‘T’ for teaching, TEFL and TESOL. We have become so used to seeing the letter ‘E’ out there in front, the Theme rather than the Rheme, that we do not even seem to question that position anymore. Despite developments in the study of World Englishes (Kachru, 1985, 1990, 1991, 2005; Jenkins, 2003; Bolton, 2005, 2006; Canagarajah, 2006, 2007, 2009) and a supposedly secondary role for so-called Native English and the Native English speaker, we continue to place the ‘E’ at the front, as though we have no option but to accept its primacy in every concept. If we always place ‘E’ at the beginning though, as the defining Theme, surely we are giving both it and its origin England a leading role in all conceptual beginnings. The Theme after all is always the principal actor, the familiar, whilst the Rheme is the unfamiliar and undefined object (Halliday & Matthiessen, 2004), but what English is now, in its global context, is exactly that, the unfamiliar and undefined object. In the following article I will argue for a rethinking of our terminology, particularly regarding the use of the acronym ELF (English as a Lingua Franca), and how perhaps we should be thinking more carefully about our choice of acronyms in order to be more precise about our approach to the study of English in the changing world.

scholarly journals Internet for English Teaching

2021 ◽  
Author(s):  
Mariami Gogilashvili
Keyword(s):  
Teaching And Learning ◽  
Internet Use ◽  
English Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
The Internet ◽  
Motivation To Learn ◽  
English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools

2021 ◽  
Vol 11 (2) ◽  
pp. 145
Author(s):  
Xiaowei Xi
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
English Teaching ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.

Six Technological Innovations That Changed English Language Teaching

2019 ◽  
Vol 8 (1) ◽  
pp. 30-38
Author(s):  
Bekešová Jana ◽  
Romanová Iveta
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Point Of View ◽  
English Language Teaching ◽  
Technological Innovations ◽  
Opposite Point ◽  
The Difference ◽  
Learning English

Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2021 ◽  
Vol 12 (4) ◽  
pp. 53-68
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

scholarly journals KENDALA PENGAJARAN BAHASA INGGRIS DI SEKOLAH DASAR (PROBLEMS OF ENGLISH TEACHING IN ELEMENTARY SCHOOL)

2018 ◽  
Vol 3 (2) ◽  
pp. 244
Author(s):  
Rina Listia Sirajuddin kamal
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Modern World ◽  
English Teaching ◽  
Young Learners ◽  
The Government ◽  
Set Up

AbstractProblems of English Teaching in Elementary School. The Indonesian government hasacknowledged the importance of English by putting it into the education system for fivedecades. English has been integrated to secondary school for a long time. The Englishlanguage is exerting even stronger influence in the modern world and has become aninternational language. There are also advantages of introducing a foreign languagefor young learners. The government of Indonesia has therefore set up the policy tointroduce English language in primary schools. This policy is optional. It depends onschool and community demands. The government does not provide teachers andcurriculum. Schools and community are in charge to provide teachers, curriculum andfacilities. Teachers are one of the most important parts in the discourse of educationand the process of teaching and learning in schools. It was this that interested to researchtheir perceptions of English language teaching for primary students.Keywords: english for young learners, teachers’ perception, teaching constrainstAbstrakKendala Pengajaran Bahasa Inggris di Sekolah Dasar. Pemerintah Indonesia telahmengakui pentingnya bahasa Inggris dengan menempatkan ke dalam sistem pendidikanselama lima dekade. Bahasa Inggris telah diintegrasikan ke sekolah menengah untukwaktu yang lama . Bahasa Inggris yang mengerahkan pengaruh yang lebih kuat didunia modern dan telah menjadi bahasa internasional. Ada juga keuntunganmemperkenalkan bahasa asing untuk pelajar muda. Oleh karena itu, pemerintahIndonesia telah menyiapkan kebijakan untuk memperkenalkan bahasa Inggris disekolah dasar. Kebijakan ini bersifat opsional. Hal ini tergantung pada tuntutan sekolahdan masyarakat. Pemerintah tidak menyediakan guru dan kurikulum. Sekolah danmasyarakat bertanggung jawab untuk menyediakan guru, kurikulum, dan fasilitas.Guru adalah salah satu bagian yang paling penting dalam wacana pendidikan danproses belajar-mengajar di sekolah. Inilah yang menarik untuk meneliti persepsi merekatentang pengajaran bahasa Inggris untuk siswa SD.Kata-kata kunci: bahasa Inggris untuk pelajar muda, persepsi guru, mengajarconstrainst

scholarly journals Propostas de atividades para a oferta subsequente no ensino de Língua Inglesa na educação profissional

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Samuel De Carvalho Lima ◽  
Hemmyle Brito Azevedo
Keyword(s):  
Vocational Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Pedagogical Practice ◽  
Technological Education ◽  
High School Level ◽  
English Teaching

Resumo: A oferta dos cursos técnicos subsequentes desempenha um papel relevante no âmbito da educação profissional e tecnológica. Neste trabalho, relatamos a experiência de ensino da disciplina Inglês (60h/a), ofertada no curso técnico de nível médio em Química na forma subsequente, do eixo tecnológico controle e processos industriais, no IFRN/MC, durante o segundo semestre letivo de 2011. Face à falta de adoção de um material didático que pudesse nortear o processo de ensino-aprendizagem, a prática pedagógica resultou na oferta de diferentes propostas de atividades, considerando os objetivos da disciplina descritos no projeto pedagógico do curso, a experiência prévia de ensino de inglês baseada em uma abordagem comunicativa e a apreciação dessa experiência à luz de documentos oficiais que orientam a docência. Sendo assim, as atividades propostas nesse contexto puderam ser categorizadas em 4 tipos: proposta de atividade para uso de inglês no cotidiano; proposta de atividade para construção de textos básicos; proposta de atividade para tradução; proposta de atividade para estabelecimento de ambiente harmônico. O desenvolvimento desse projeto pedagógico resultou no engajamento dos alunos no processo de ensino-aprendizagem de forma bastante participativa, o que nos permitiu concluir que os conteúdos trabalhados foram percebidos como significativos para sua (futura) prática profissional. Palavras-chave: Propostas de atividades. Língua Inglesa. Curso técnico subsequente. Educação profissional. ACTIVITIES FOR SUBSEQUENT OFFER IN ENGLISH LANGUAGE TEACHING  IN THE VOCATIONAL EDUCATION Abstract: Subsequent technical course offer plays an important role in vocational and technological education. In this paper, we report the English teaching course experience (60h/class), offered in the high school level technical course in Chemistry in the subsequent form, from industrial control and processes axis, at IFRN/MC, during the second semester of 2011. Given the lack of educational material adoption that could guide the teaching and learning process, pedagogical practice resulted in offering different activities, considering the course aims described in the course pedagogical project, English teaching previous experience based on a communicative approach and the appreciation of this practice in the light of official documents that guide teaching. Thus, the activities proposed in this context could be categorized into 4 types: activities proposed for everyday English use; activities proposed for writing basic texts; activities proposed for translation; activities proposed for harmonious ambience establishment. This pedagogical project development resulted in students engagement in the teaching and learning process in a very participatory way, allowing us to conclude that contents studied were perceived as meaningful to students (future) professional practice. Keywords: Activities. Subsequent offer. English language. Vocational education.

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