scholarly journals Technology: Language teachers’ digital and navigating skills in emergency education

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 141-158
Author(s):  
Bambang Agus Darwanto ◽  
Sri Endah Setia Rini ◽  
Hesthi Herusatoto
Keyword(s):  
Teaching And Learning ◽  
School Administrators ◽  
Language Education ◽  
Threshold Level ◽  
School Closure ◽  
Language Teachers ◽  
Learning Tools ◽  
University Teachers ◽  
Emergency Education ◽  
Mentoring System

The Covid-19 pandemic has forced school administrators and practitioners including teachers to find quick ways to mitigate the pandemic impacts on education including language education. When the pandemic hit, all parties were groping for new ways to conduct education (teaching and learning) in the emergency period. This research was intended to find out what skills teachers need to quickly transform themselves from the traditional to tech-rich teaching from home (TFH) in the pandemic outbreak with total school closure like that of the Covid-19. This research was descriptive quantitative with surveys and focus group discussions (FGD) with university teachers of different foreign languages to attain data. The results show that with different levels of digital and navigations skills, teachers have to be trained to attain the threshold level of various teachnological savviness to quickly serve. A diagram of a digital skills list is presented with hardware tools skills (skills to use gadgets) as the initial emergent skills to acquire and the learning tools skills (skills to access sources) as the last skills to train. All these trainings have to be carried out very quickly, and an around-the-clock mentoring system to give assistance to a teacher in an emergency teachnological situation must be provided. The findings should provide ideas as to how schools have to respond to a pandemic situation like the Covid-19 when a similar outbreak occurs in the future.

scholarly journals Expert views on how language education may develop in the next 20 years and what CALL could contribute

2014 ◽  
Vol 22 (1) ◽  
pp. 59
Author(s):  
Ton Koenraad Koenraad
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Language Teaching ◽  
Panel Discussion ◽  
Language Education ◽  
Language Teachers ◽  
Modern Language ◽  
University Teachers ◽  
The Future ◽  
Twentieth Anniversary

<span>The celebration of EUROCALL’s twentieth anniversary provides a proper occasion to reflect on the future of language teaching and the role of CALL in these developments. In this paper we present the views of six authorities on language teaching and learning from different EU countries. All of them have a special interest in CALL and/or are CALL experts and well respected EUROCALL members, such as the late Graham Davies. We present a selection of their observations based on a summary of the Skype interviews in which they contributed to a symposium entitled ‘And now for another century of modern language teaching…’ organised by the Dutch national Association of Language Teachers on the occasion of its first centennial in 2011. To provide a more global (or at least European) perspective, the interviewees were asked to cover the same topics that were central to the live panel discussion delivered by six Dutch participants representing a variety of perspectives: secondary and university teachers, students, curriculum experts and teacher educators. By way of preparation, all involved had been given a number of challenging statements related to some aspects of the discussion theme: the characteristics of the future learning environment, teacher, learner, pedagogy and technology. In this audio-supported document we will focus on interesting points of view particularly related to pedagogy and technology expressed in the interviews. A video report summary of the live discussion (in Dutch) is available on the limited CD edition with recordings of the centennial festivities. For an impression of the panel discussion and other symposium activities see this </span><a href="https://www.youtube.com/watch?v=S476HdHWaYw&amp;hd=1" target="_blank">video report</a><span> on YouTube.</span>

scholarly journals Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

2019 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Muhammad Din
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Learning Tools ◽  
College Teachers ◽  
Efl Learners ◽  
English Class ◽  
English Language Teachers

Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

scholarly journals English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward

2021 ◽  
Author(s):  
Pham Huy Cuong
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Teaching And Learning ◽  
English Language ◽  
School Administrators ◽  
Language Education ◽  
Teaching Staff ◽  
English Language Education ◽  
Contextual Elements ◽  
Teachers And Parents

Despite various challenges confronting teachers, learners and other stakeholders, English language education in rural settings remained relatively underexplored. This study reviews contemporary research on the global and local constraints confronting language teaching and learning in rural areas with a view to proposing measures for boosting the quality of education specifically for the context of Vietnam. The findings uncover a number of limitations in facilities and funding for language education, shortages of teaching staff and the deployment of English curricula. The study also reveals that such learning conditions impact significantly on students’ motivation as well as the associations they develop with language learning. These problems are attributable to inequities in educational policy, financial support and endeavors to account for the discrepancies existing in different learning settings. Such insights provide important implications for policy makers, school administrators, teachers and parents in formulating approaches to tackling such issues and the complexities resulting from contextual elements.

Beyond Determinism and Instrumentalism

2018 ◽  
pp. 22-35
Author(s):  
Sardar M. Anwaruddin
Keyword(s):  
Teaching And Learning ◽  
Cultural Theory ◽  
Language Education ◽  
Language Teachers ◽  
Theory And Practice ◽  
Technological Determinism ◽  
Technological Mediation ◽  
The Third ◽  
Theoretical Approaches ◽  
Pedagogical Principles

The primary goal of this chapter is to review two dominant theories of technology and propose a new direction of theory and practice for teaching and learning of English as an additional language. I describe this new direction as a cultural theory of technological mediation. The chapter is divided into three sections. In the first section, I review some dominant theoretical approaches in the literature on CALL. In the second section, I discuss two theories of technology: technological determinism and technological instrumentalism. In the third section, I argue that both determinism and instrumentalism have remained as dominant theoretical approaches in the field of CALL. I discuss why both of these approaches are problematic. Then I propose an alternative to these theoretical approaches. I conclude the chapter by providing three pedagogical principles and a set of heuristic questions that may be helpful for language teachers and language-education researchers.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Comprendre les représentations des enseignants de langues à travers des récits visuels

EL LE ◽  
2020 ◽  
Author(s):  
Silvia Maria Melo Pfeifer
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Language Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Target Language ◽  
Visual Methods ◽  
Before And After

Teachers’ representations are of paramount importance to understand their situated professional action. Following a discussion of the concept of “representation” and its importance in foreign language education, a revision of the use of visual narratives in this disciplinary field will be presented, focusing on: i) (prospective) foreign language teachers’ representations concerning the target language; ii) their representations regarding teaching and learning methods; iii) teachers’ professional development. Afterwards, an empirical study using visual methods in initial teacher education, before and after a school professional internship, will be presented and discussed, illustrating the professional development of prospective teachers of French.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey&rsquo;s findings indicate that the group work helps to improve students&rsquo; learning attitude, interest and motivation. It also reveals that students&rsquo; language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals Code-switching in English Language Education: Voices from Vietnam

2016 ◽  
Vol 6 (7) ◽  
pp. 1333 ◽  
Author(s):  
Nhan Trong Nguyen ◽  
Peter Grainger ◽  
Michael Carey
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Language Teachers ◽  
English Only ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Competence

Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

scholarly journals Professional subjectivities in ELT & the dichotomy inclusion-exclusion

2021 ◽  
Author(s):  
Jennyfer Paola Casas Trujillo
Keyword(s):  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
Language Education ◽  
School Experiences ◽  
Language Teachers ◽  
Narrative Perspective ◽  
English Language Teachers

AbstractMost Education systems propose policies in pro of the benefit of society. However, successful application of these is unknown in consequence considering teachers voices is needed to understand the situations in the classroom. This study analyzes some English language teachers’ stories that served the purpose to construct themselves as professionals of language education facing the dichotomy of inclusion and exclusion placed by the mandates of the Colombian education system. The theme of Language Teacher Subjectivities, in this article, is conceptualized and discussed as the alternative’s teachers have within their reach to use their own theories regarding language teaching and learning. Reflecting retrospectively and prospectively on meaningful school experiences related to the language teaching activity to tackle the dichotomy, the research question that guided this study was: What do language teachers’ narratives portray about their professional subjectivities in relation to inclusion? From a narrative perspective, narrative interviews and a professional life history timeline was analyzed using short story analysis focusing on when, when and who as meaningful in the data and finding that the participants comply with the multidimensional view of the subject. The narratives depicted that the corporal dimension, social-affective dimension, cognitive dimension, and ethic-moral dimension are part of the teachers’ professional subjectivities in the frame of Colombian inclusion policy.

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