INNOVATION IN TEACHING ENGLISH FOR LAW ENFORCEMENT: A TECHNOLOGY-INTEGRATED APPROACH

2018 ◽  
Vol 3 ◽  
pp. 566-579
Author(s):  
Cristina Georgeta Pielmus
Keyword(s):  
Law Enforcement ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Integrated Approach ◽  
Modern Technology ◽  
Teaching English ◽  
Language Class

Nowadays, innovation is seen as a process of change, whose implementation is supposed to bring about more effectiveness in those organizations that envision such reformative initiatives. In language education, innovation is often related to the emergence and experimentation of both pedagogical and technology-integrated approaches to teaching and learning. The technology-based language teaching refers to the integration of modern technology into the language class, either as a tool or as a resource. From this perspective, the article starts with an overview of the literature regarding key-concepts we operate with throughout the paper and is organized in several subsections attempting first to define what innovation in language education is, then to clarify what English for Law Enforcement is against the distinction between English for Specific Purposes as opposed to General English. Further the paper focuses on the use of ICT in English language teaching, enumerating and illustrating how the technology-based approaches can be employed in language classes. This section makes the shift to the next one, which discusses a concrete case of teaching English for Law Enforcement students in Romania, exemplifying the “what” and “how” of the use of technology in such a language learning environment, pointing out both its benefits and drawbacks for both teachers and learners.

scholarly journals Teaching and Learning English Language through Literacy Drive Policy in Grade 3 in Public Schools: Teachers’ Perception and Challenges

2021 ◽  
Vol 58 (1) ◽  
pp. 4664-4676
Author(s):  
Umaira Aleem, Dr. Sadia Irshad
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Successful Implementation ◽  
Clear Understanding ◽  
Teaching English ◽  
Micro Level ◽  
Grade 3

This paper investigates the place of pedagogy in language-in-education policy through an analysis of how the macro-level government policy interacts with the micro-level English language teaching practices. Since 2015, the teaching and learning of English language to grade 3 students, in all public schools of the Punjab, has been carried out through a literacy and numeracy drive called LND. The present study investigated the effectiveness of teaching English to grade 3 through literacy drive policy (LDP) of LND programme. It locates the implementation of LDP, in language in acquisition policy perspective and supports the stance that language teaching and learning is central to language planning and policy research (Johnson, 2013; Menken & García, 2010). It argues that language interventions deployed at any level of education are extension of language education policies which aim to improve the quality of education and to promote the learning of the language. Like all language in acquisition policies, LDP for teaching and learning of English is being executed in the same context of increasing the number of language users through teaching of foreign or second language (Cooper, 1989). The study investigated perceptions of teachers regarding teaching and learning of English through LDP with the notion that effective implementation of any language programme is linked with the understanding and practices of teachers who are the real implementers and final arbiters at micro level (Menken, 2008). The present study included a portion of data from my PhD dissertation. It collected teachers’ experiential standpoints to explore teachers’ awareness regarding implementation of LDP and issues they face inside the classrooms when they carried out teaching learning of English through LDP. The findings of the study revealed that teachers teaching English to grade 3 lack awareness in terms of clear understanding regarding LDP mainly because it is less elaborated and not accessible. It ultimately hindered the successful implementation and poses multiple classroom challenges.

scholarly journals Communicative-Analytic Method in Teaching English to Adults at Commercial English Schools and Centers in Ukraine

2015 ◽  
Vol 65 ◽  
pp. 16-26 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
Teaching And Learning ◽  
English Language ◽  
Adult Population ◽  
Language Education ◽  
Teaching English ◽  
Language Schools ◽  
Teaching Learning

The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

The Use of iPad and Applications for English Language Education

2017 ◽  
Vol 7 (9) ◽  
pp. 709
Author(s):  
Diego P. Ortega Auquilla ◽  
Gerardo E. Heras Urgilès
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Digital Era ◽  
Technological Advances ◽  
Language Teaching And Learning

This article examines the importance of the iPad use and presents numerous useful applications employed in the field of education, especially in the field of English language teaching and learning. This topic is of great importance as educators and students alike, these days, live in the digital era, which entails new technological advances that may positively benefit the instruction of varied school subjects. Additionally, the use of new technologies (e.g., iPad and educational applications) in the classroom setting may motivate and foster the acquisition of necessary twenty-first century abilities among students. With the aim of achieving the aforementioned objectives, first and foremost the role of digital technologies and m-learning in education is analyzed, since these two aspects have a direct relationship with the main topic of this work. In addition, a conceptualization and main characteristics of the iPad are provided. Then the use of this device in different educational settings at the international level is highlighted. Finally, the use of this device as a didactic tool in the language learning classroom is discussed and a selection of meaningful applications for English language teaching and learning is provided. As educators, in the digital era, is our responsibility to remain constantly updated to provide our students with an education aligned with the new technological advancements and, above all, to enrich their learning inside and outside the classroom. Consequently, this will promote a more autonomous and lifelong learning among our language students.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher&rsquo;s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students&rsquo; engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT

2021 ◽  
pp. 220-225
Author(s):  
Iryna Navrotska ◽  
Alla Pavliuk ◽  
Iryna Kalynovska ◽  
Iryna Kuzhel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Needs ◽  
Distant Learning ◽  
National University ◽  
Learning Platforms

The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.

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 Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

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