scholarly journals INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 45-48 ◽  
Author(s):  
Diana Rustamovna Sabirova ◽  
Regina Rafael’yevna Khanipova
Keyword(s):  
United States ◽  
Foreign Language ◽  
Teaching And Learning ◽  
The United States ◽  
Approaches To Teaching ◽  
English As Foreign Language ◽  
Multilingual Education ◽  
Teachers And Students ◽  
Innovative Approaches ◽  
Learning English

and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

scholarly journals THE USE OF YOUTUBE VIDEO IN TEACHING ENGLISH FOR FOREIGN LANGUAGE AT VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 8 (2) ◽  
pp. 1-11
Author(s):  
Agus Agung Canis Cahyana
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Assessment Process ◽  
Vocational High School ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Youtube Videos ◽  
Skill Improvement ◽  
Learning English

The study aimed to investigate the use of YouTube video in learning English as a foreign language in terms of the implementation, students' opinion in English skill improvement after the implementation of YouTube video, the problem faced by teachers and students, and students' perception toward the use of YouTube video in learning English. The respondents were 5 tenth grade English teachers and 35 tenth grade students. This study used embedded mixed-method as the research design. The data were gathered by distributing questionnaires, and were analyzed by using SPSS. The result of the study revealed that: a) the teachers could implement the technique since the teachers used YouTube video technique to target several skills in English. The students had positive opinion about the improvement obtained in learning English. The students also mentioned that the implementation of this technique was able to decrease the monotonous teaching and increase the motivation in learning English. However, some problems occurred while the preparation of the assessment process in implementing YouTube video technique such as the internet connection and the students' readiness. The teachers needed to develop the technique to increase the students better understanding of the topic. The result of this study was found out the implementation of YouTube videos in teaching and learning English was showed a positive impact on students' English acquisition and helpful for teachers in delivering the topic to students and the result was in line with the finding of the previous study. However, there were some additional findings in this present study such as the problem the way teachers implemented this technique, the students' opinion in English skill improvement, and the students' perception toward the implementation of the YouTube video technique.  

Community Music Practice with Adults

2018 ◽  
Author(s):  
Don D. Coffman
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Iowa City ◽  
Community Music ◽  
Approaches To Teaching ◽  
Self Directed Learning ◽  
New Horizons ◽  
Music Practice ◽  
Directed Learning

This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.

scholarly journals THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (2) ◽  
pp. 29
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Foreign Languages ◽  
English As Foreign Language ◽  
Teachers And Students ◽  
Compulsory Subject ◽  
Language Context ◽  
Low Motivation ◽  
Learning English

Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.

scholarly journals THE USE OF SMALL GROUP DISCUSSION STRATEGY IN TEACHING WRITING

JURNAL TAHURI ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 63-71
Author(s):  
Salmon J Hukom
Keyword(s):  
Foreign Language ◽  
Small Group ◽  
Teaching And Learning ◽  
Social Values ◽  
Group Discussion ◽  
Teaching Writing ◽  
Small Group Discussion ◽  
Teachers And Students ◽  
Learning English

The problems always occur in teaching and learning English as a foreign language, and these depend on teachers and students as the center of that process. The teachers have to use appropriate strategy in order to engage the students to achieve their aims of learning.In teaching writing, the teachers always use conventional way such as give the topic and ask the students to write and collect it. There is not any feedback from teachers to students’ work. Small group discussion plays important role since it helps the students to help one another to produce good quality of writing product. It also helps the students to have confidence, and the students will get sense of social values in their life.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Of frameworks and the goals of collegiate foreign language education: critical reflections

2012 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Heidi Byrnes,
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Education ◽  
The United States ◽  
Learning Goals ◽  
Educational Goals ◽  
Modern Language Association ◽  
Multiple Literacies ◽  
Performance Development ◽  
Viable Approach

AbstractThe paper suggests that among reasons for the difficulties collegiate foreign language (FL) programs in the United States (and most likely elsewhere) encounter in assuring that their students attain the kind of upper-level multiple literacies necessary for engaging in sophisticated work with FL oral and written texts may be the fact that prevailing frameworks for capturing FL performance, development, and assessment are insufficient for envisioning such textually oriented learning goals. The result of this mismatch between dominant frameworks, typically associated with communicative language teaching, and the goals of literary cultural studies programs as humanities programs is that collegiate FL departments and their faculty members face serious obstacles in their efforts to create the kind of coherent, comprehensive, and principled curricula that would be necessary for overcoming what are already extraordinary challenges in an educational environment that provides little support for long-term, sustained efforts at language development toward advanced multiple literacies. The paper traces these links by examining three such frameworks in the United States: the Proficiency framework of the 1980s, based on the ACTFL oral proficiency interview, the Standards framework of the 1990s, part of a more general standards movement in U.S. education, and the most recent document, by the Modern Language Association (MLA), which focuses on the need for new curricular structures in collegiate FL education. Specifically, it provides an overview of the U.S. educational landscape with an eye toward the considerable influence such frameworks can have in the absence of a comprehensive language education policy; lays out key characteristics that would be necessary for a viable approach to collegiate FL education; probes the complex effects the three frameworks have had in collegiate FL programs; and explores how one department sought to counter-act their detrimental influence in order to affirm and realize a humanistically oriented approach to FL education. The paper concludes with overall observations about the increasing power of frameworks to set educational goals and ways to counteract their potentially unwelcome consequences.

Teaching and Learning English as a Foreign Language

1946 ◽  
Vol 30 (1) ◽  
pp. 55
Author(s):  
Robert A. Hall ◽  
Charles C. Fries
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning English
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