scholarly journals ELT Teacher Trainees Attitudes Towards Environmental Education And Their Tendency To Use It In The Language Classroom

2011 ◽  
Vol 7 (4) ◽  
pp. 47-52 ◽  
Author(s):  
Esim Gursoy ◽  
Gulderen T. Saglam
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Environmental Education ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Global Issues ◽  
Teacher Trainees ◽  
Language Classroom

With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of ELT (English Language Teaching) course books involve global issues in their content. Within the scope of socially responsible teaching (SRT) it is believed that it is the teachers responsibility to help their learners develop awareness on these issues. From this perspective current research aims to shed some light into ELT teacher education process by investigating teacher trainees attitudes and tendencies towards environmental education and their inclusion in the ELT lessons. Data for the research is collected from 224 third year ELT teacher trainees via a questionnaire prepared by the researchers. The reliability of the questionnaire was tested by using Cronbachs alpha and found to be .821 . As a result, it was found that third year ELT teacher trainees have mildly positive attitudes on environmental education. In addition, there were no statistically significant differences among the participants sex and their membership at environmental organizations on their attitudes towards environmental education and their tendency to use them in language education. The result of this study is significant for numerous stakeholders, including teacher education programs, Ministry of Education, state leaders and surrounding communities and families of English language learners in relation with the efforts to integrate environmental education to the ELT curriculum.

scholarly journals Toward Equity-Based Pedagogy: Monolingual Teachers’ Transformative Thinking Process

2021 ◽  
Vol 3 (3) ◽  
pp. 387-406
Author(s):  
Bogum Yoon
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Local Schools ◽  
Monolingual Teachers ◽  
Thinking Process

Abstract The reality that English language learners (ell s) have not been receiving adequate support in the mainstream classroom calls for urgency to prepare teachers in teacher education programs. Grounded in the theoretical construct of praxis and linguistically and culturally relevant approach (lcra), the purpose of this article is to share the author’s experience on how she supported monolingual teachers to engage in equity-based pedagogy. This article will focus on the specific projects that the author’s graduate students (mostly white and monolingual teachers/teacher candidates) conducted as a way to better understand the diverse needs of ell s in the dominant English context. The projects include: reflecting on monolingual identities through being in ell s’ shoes, building professional capital through theories of language learning, discussing and critiquing texts on ell s with a critical lens, designing lessons that integrate ell s’ culture as well as conducting the fieldwork in local schools, and synthesizing learning through the options of multiple final projects including learning a new language (e.g., ell s’ primary language). These activities intended to promote monolingual teachers’ transformative thinking process through the process of praxis and lcra in teacher education programs.

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

scholarly journals The Use of CLT in the Arab Context: A Critical Perspective

2016 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Basma M. Alwazir ◽  
Nadia Shukri
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Theoretical Background ◽  
Efl Classrooms ◽  
Authentic Environment

<p>One of the main aims behind learning English as a foreign language (EFL) is to communicate effectively with other speakers of the English language. The justification for concentrating on the teaching and learning of English as a second language (L2), and as a foreign language, is that it is the lingua franca (Klimczak-Pawlak, 2014) and the primary language used for communication around the world (Rich, 2014). English language learners are given limited chances to practice speaking in authentic situations in class, and teaching to communicate effectively in an authentic environment is often overlooked. Communicative Language Teaching (CLT) emphasizes meaning and communication in language learning, and with CLT the goal is to improve learners’ “communicative competence” (Richards &amp; Rodgers, 2001). Nevertheless, challenges are faced when applying CLT in the EFL classrooms. Consequently, the purpose of this paper is to critically explore elements of the CLT approach and to better understand some of the cultural difficulties involved in its application. The paper will propose more application of the CLT in EFL classrooms, in place of language teaching techniques currently used in the Arab context. This paper will also examine issues dealing with the theoretical background of CLT, and focus on the implementation of activities that can encourage students' communicative competence.</p>

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

scholarly journals English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

2017 ◽  
Vol 10 (4) ◽  
pp. 18 ◽  
Author(s):  
Esim Gursoy ◽  
Sule C. Korkmaz ◽  
Ebru A. Damar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Policy ◽  
Prospective Teachers ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching ◽  
Second Grade

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

scholarly journals Issues in the Integration of Educational Technology into English Language Teaching Programme: An Empirical Study

IIUC Studies ◽  
2016 ◽  
pp. 145-156
Author(s):  
Md Maksud Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching Programme ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 145-156

scholarly journals Language AND Content?  How do Curriculum Teachers of Year 12 English Language Learners Combine Two Disciplines?

2021 ◽  
Author(s):  
◽  
Margaret Gleeson
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
School Curriculum ◽  
Language Instruction ◽  
Professional Relationships ◽  
Language And Literacy ◽  
Study Approach ◽  
Curriculum Area

<p>The provision of language instruction in secondary schools for students who speak English as an additional language (EAL) is moving from the domain of the English for speakers of other languages (ESOL) classroom where it traditionally lay. Increasingly, curriculum teachers are urged to take responsibility for language learning within their subject areas. How are curriculum teachers responding? Has this affected their professional relationships with ESOL teachers? What is the nature of the professional engagement between language and content specialists? This qualitative investigation uses an exploratory case study approach to examine the beliefs and teaching approaches identified by secondary school curriculum teachers as beneficial to learning for EAL students in their classes. Data were gathered using a questionnaire, interviews, and classroom observations for seven participant teachers, then analysed thematically using a conceptual framework derived from content-based language teaching principles. The findings were that these teachers’ approaches to teaching language appear to be shaped by their disciplinary beliefs and pedagogical content knowledge. Their openness to applying a systematic language focus to their teaching seemed to relate to whether their curriculum area was characterised as ‘hard’ or ‘soft’. They struggled to differentiate between language and literacy learning and largely assumed language to mean vocabulary. This indicates that many language challenges facing EAL learners may be invisible to their teachers. Curriculum teachers’ unfamiliarity with research-based language teaching has implications for teacher education and professional development. This study suggests the urgency for compulsory pre-service teaching courses to illustrate how disciplinary meaning is shaped by specific language forms. It also indicates that curriculum teachers with specialist qualifications in teaching EAL learners may provide a powerful link between ESOL and subject expertise.</p>

scholarly journals An Interview with Henry Widdowson

2019 ◽  
Vol 43 (6) ◽  
pp. 10
Author(s):  
Chantal Hemmi ◽  
Graham Mackenzie ◽  
Katsuya Yokomoto
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Associate Professor ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
English Medium Instruction ◽  
The University

Welcome colleagues! For the last issue of 2019, we present a very special interview with Professor Henry Widdowson, an acclaimed authority in the field of applied linguistics who has made great contributions to the development of communicative language teaching. In this conversation, Professor Widdowson discusses English Language Learning in Japan in the context of Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI), and English as a Lingua Franca (ELF). Professor Widdowson is Emeritus Professor at the University of London, was Professor of Applied Linguistics at Essex University and is currently Honorary Professor at the Department of English and American Studies at the University of Vienna. He has published extensively on English language teaching and applied linguistics. Here he was interviewed by Chantal Hemmi, an Associate Professor, Graham Mackenzie, a Project Associate Professor, and Katsuya Yokomoto, a Lecturer at the Center of Language Education and Research at Sophia University.

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.

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.

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