scholarly journals ICT in Participatory Development of Teaching/Learning English as a Global Language in Nigeria: A Discourse

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Queen Ugochinyere Njamanze
Keyword(s):  
Communication Technology ◽  
English Language ◽  
National Development ◽  
Participatory Development ◽  
English Language Teaching ◽  
Official Language ◽  
Information Communication ◽  
Communication Education ◽  
Global Language ◽  
Teaching Learning

Information Communication Technology (ICT) has become a major issue in many language discourses today. English language is widely used in communication, education and diverse human endeavors. In Nigeria, it is the official language as well as the language of everyday use. Based on this, there is need to sustain and attain global proficiency and mastery. Being one of the parameters for measuring a nation's development, this paper emphasizes the need for the inclusion of ICT as a partner for national development. The researcher examines English as a global language, the place of ICT in Nigeria and the various technological applications and programs used in carrying out this growth, and development of English Language teaching/learning in Nigeria. The paper concludes by reaffirming the need for increased digital access and awareness in Nigeria

scholarly journals Five Facets for Effective English Language Teaching

2019 ◽  
Vol 2 ◽  
pp. 65-73
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Communication Technology ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Information Communication ◽  
Child Centered ◽  
English Language Teachers ◽  
Teaching Learning ◽  
Affective Skills

Effective English language teaching (ELT) is strongly related to dynamic teachers and creative learners as it enhances students’ long lasting learning process. Students learn the taught matters successfully if the classroom is handled effectively focusing on child centered pedagogy with the use of modern information communication technology (ICT). The objective of this paper is to look at the different facets for effective ELT and to give some pedagogical suggestions for English language teachers to increase the effectiveness in ELT. The articles/papers, researches and books written on effective ELT found in electronic sources are studied/overviewed the study. It shows that an effective ELT includes qualified, dynamic and devoted teachers with socio-affective skills, pedagogical and subject matter knowledge, active and creative students, use of sufficient and practical teaching learning materials, proper use of modern equipment and technology, and multiliteracy pedagogy focusing on the cultural diversity of the learners for better ELT.

scholarly journals Application of Effective Techniques in Teaching/Learning English

2017 ◽  
Vol 10 (5) ◽  
pp. 193
Author(s):  
Shweta Arora ◽  
Kavita A. Joshi ◽  
Sonymol Koshy ◽  
Deeksha Tewari
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Swot Analysis ◽  
Native Speakers ◽  
English Language Teaching ◽  
Experimental Procedure ◽  
Vocabulary Building ◽  
Global Language ◽  
Teaching Learning ◽  
Vital Element

English being a global language has become a vital element in all walks of life. The feelers of this language have left no sphere unmarked with its significance. Despite such a colossal tide for gaining command over the language it was found that the conventional pattern of teaching English language could not reap desired results. A comprehensive and analytical study of the aforesaid problem stirred researchers to work in this area. In order to enhance the communication skills of native speakers, practical implications were incorporated to theoretical principles of English Language teaching/learning. The present paper discusses the application and results of the experimental procedure of the effective techniques employed in English teaching/learning. The various techniques used in the modus operandi of enhancing the communication skills of the students were small talk conversations, SWOT analysis, phonetics, avoiding Indianism, vocabulary building through mnemonics and root words, describing and narrating visual stimulus, listening to important speeches followed by comprehension, sharing reviews after watching motivational videos/movies, peer learning and delivering effective presentations. The learning outcomes of the aforesaid activities included better reasoning, enhanced thought process, ability to concoct innovative ideas, command over language, improved communication skills, fluency etc.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Scenario Based E-Learning in Electrical Engineering Education

2017 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Hamonangan Tambunan ◽  
Amirhud Dalimunte ◽  
Marsangkap Silitonga
Keyword(s):  
Engineering Education ◽  
Communication Technology ◽  
Electrical Engineering ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Information Communication ◽  
Electrical Engineering Education ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

scholarly journals Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.

2016 ◽  
Vol 24 ◽  
pp. 82 ◽  
Author(s):  
Malba Barahona
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Primary Level ◽  
Support Materials ◽  
Qualified Teachers ◽  
Lower Socioeconomic ◽  
Global Language ◽  
Primary School Level

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials—especially designed for young learners—have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.ation of English language teaching (ELT) at primary level has had to confront a series of challenges since its introduction. One key difficulty has been the lack of qualified teachers of English at primary school level. In a crowded curriculum, English teaching has been often allocated inadequate number of hours for successful language learning. In addition, suitable learning resources and support materials— especially designed for young learners—are often unavailable.  At the same time, it is undoubtedly the case that English being taught at the primary level has had an important democratising effect, with children from lower socioeconomic levels being afforded access a global language and a potential world of opportunities. This has furnished significant foundations for broader social access to more advanced language learning for all students in Chile. 

Sign in / Sign up

Export Citation Format

Share Document