scholarly journals Global Education in English Classroom: Integrating Global Issues into English Language Teaching

2016 ◽  
Vol 6 (9) ◽  
pp. 719-722
Author(s):  
Hendi Pratama ◽  
◽  
Yuliati
Keyword(s):  
Global Education ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Global Issues ◽  
English Classroom

scholarly journals BRINGING GLOBAL ISSUES IN ENGLISH CLASSROOM: Nurturing for a Better World

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhaimin Muhaimin
Keyword(s):  
Foreign Language ◽  
Global Education ◽  
Language Teaching ◽  
Pedagogical Approach ◽  
New Approach ◽  
Global Issues ◽  
Global Age ◽  
Global Problems ◽  
English Classroom

Global education is a new approach to language teaching that attempts to promote the knowledge,attitudes and skills relevant to living responsibly in a multicultural, interdependent world education. It aims to enable students to effectively acquire a foreign language while empowering them with the knowledge, skills, and commitment required by world citizens to solve global problems. This studies tries to share a perspectives from practitioners that involves to share global education pedagogical approach in the level of universities in Indonesia in order to better prepare students for citizenship in a global age.

scholarly journals UNDERSTANDING AND REFLECTION OF ISSUES IN LANGUAGE EDUCATION RESEARCH

2015 ◽  
Vol 1 (1) ◽  
pp. 41-64
Author(s):  
Iwan Jazadi
Keyword(s):  
Social Sciences ◽  
English Language ◽  
Ethical Issues ◽  
Language Teaching ◽  
Language Education ◽  
Academic Community ◽  
English Language Teaching ◽  
Research Project ◽  
Theoretical Understanding ◽  
Global Issues

As future researchers, can students and practitioners in language education just enter an actual research project without adequate theoretical understanding of it. Can they expect that they would understand it while doing the research. If not, what sorts of understanding should they possess. In other words, are there several issues which should be addressed in order that they are well informed about how and what to carry out research satisfactorily. The answer to this last question is „yes‟, even not only addressed to students, but also to school teachers and lecturers or the academic community at large. This is because theoretical understanding should continue to be developed berita terkini update and refreshed. Consequently, before embarking on a research project, one should understand some key updated issues which develop around her/his field of specialization, both global and local issues. Global issues involve the development of new or popular trends in social sciences and particularly in language educational research. In addition the intertextual relations of research in the field and other related fields, the interconnection between and among researchers and other stakeholders should be taken into consideration. The local issues include the possibilities of carrying out research in a certain context which may differ depending on the contexts, the means available as well as the constraints which influence the research implementation. All these informing issues are of high contribution for making decisions about doing research. The discussion is compelling because, as a matter of fact, literature in English language teaching (e.g., articles in TEFLIN Journal, „Indonesian Linguistic Journal‟, and many open access national and international journals) has not given a comprehensive attention on how stakeholders in research should manage each of their power, how ethical issues should be dealt with properly, and how trustworthiness is particularly addressed. Generally informed by social sciences research literature and relevant ELT references, the author highlights the major decisions which researchers are faced with, in relation to power, ethics, truth claims and methodological considerations in research. Based on the highlights, the author then reflects on the issues for carrying out research in Indonesian English language teaching contexts as informed by his professional experience and observation

scholarly journals Cultural Resistance to Imported Pedagogy

2016 ◽  
Vol 4 (2) ◽  
pp. 1-9
Author(s):  
Zhuxiu Tan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Resistance ◽  
Chinese Context ◽  
English Teaching ◽  
English Classrooms ◽  
Pedagogical Choices ◽  
English Classroom

Task-based language teaching (TBLT) is one way of translating some principles of communicative language teaching (CLT) into practice. It offers practical ways of establishing a balance in classroom instruction between developing ‘knowing how’ and ‘knowing what’, the latter of which is caused by the traditional English teaching ‘presentation, practice and production (PPP) model popular in English classrooms in the People’s Republic of China. However, TBLT has failed to make the biggest impact on English language teaching (ELT) as expected in Chinese context as an imported pedagogy. This paper investigates one of the most important potential constraints on the adaptation of TBLT in the English classroom, namely, the Chinese cultural of learning. It argues that TBLT and the Chinese cultural of learning are in conflict in several important aspects mainly including the following relationship: Input-oriented or output-oriented approach to language learning, teacher-centeredness or student-centeredness, language knowledge or language ability and so on. In view of such fundamental differences caused by the Chinese cultural of learning which puts great emphasis on the input of learning for students, this paper contends that it is sometimes counterproductive to adopt the pedagogy which originated and developed in a different sociocultural context. It concludes by arguing for the necessity of adopting a cautious approach to using the imported pedagogy in Chinese context and developing a sensible consciousness facing pedagogical choices in English teaching classrooms.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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