scholarly journals Using Critical Media Literacy to support English Language Teaching and Practice

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Westman
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Practices ◽  
Language Teaching ◽  
Further Education ◽  
Media Analysis ◽  
English Language Teaching ◽  
Target Language

Digital media can convey a tremendous amount of linguistic information about discourse patterns and grammatical structures as well as clues about social interaction and values in particular communities. Language students that develop their media literacy skills not only develop useful skills of communication and inquiry, but also enhance their understanding of social and cultural practices which can improve their access to the target language community. Students will often bring with them to the classroom their previous experiences of making meanings using digital tools and in digital environments, so there is a clear need for literacy provision to be better aligned with their practices in everyday life. This paper describes and discusses the outcomes of two different media literacy educational initiatives with ESOL learners at a further education (FE) college in the United Kingdom and university students in Italy. This paper will discuss how activities such as media analysis, curation, and production can be used to enhance English Language teaching and learning. It explains the rationale for focusing on media literacy in the language classroom and how these types of pedagogic activities can contribute to the development of emergent and productive ‘Third Spaces’ (Bhabha, 1994) for learners in different settings.

scholarly journals Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

2019 ◽  
Vol 13 (10) ◽  
pp. 150
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Ghaleb Rabab'ah ◽  
Tarig Awad Eltahir Ahmed
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Virtual Community ◽  
Modern Technology ◽  
English Language Teaching ◽  
Target Language ◽  
Language Classrooms ◽  
The Rich

<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

The First Step

2021 ◽  
pp. 127-149
Author(s):  
Voghn E. Tatem ◽  
Martha Kimberly Marrast
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Target Language ◽  
Language Awareness ◽  
Teacher Resources ◽  
Language Teaching And Learning

Many of the current teacher resources fail to address the differences between home and target language; therefore, teachers in Barbados need to intentionally incorporate language awareness in their English Language teaching. Based on Craig's three-step orientation for language teaching and learning, this chapter presents data that sought to assist in concretizing the theory through practical application. For the research, eight teachers participated in a workshop designed to facilitate exposure to innovative uses of language awareness and expressed views about the application of the strategy within a focus group. Moreover, rich textual information was gathered through a thematic analysis of data. While participants expressed mixed views on the value of Bajan Dialect in the classroom, they agreed that some element of language awareness was needed. Further, they held the perspective that the implementation of the strategy would advance English Language teaching and learning in Barbados and move toward transformation in pedagogical practices.

scholarly journals STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Fauzul Aufa
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.

scholarly journals CONSTRUING EFL STUDENTS’ BELIEFS ON THE INCLUSION OF INNER CIRCLE CULTURES IN ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
M. Faruq Ubaidillah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Target Language ◽  
Local Culture ◽  
Efl Students ◽  
Inner Circle ◽  
Local Cultures

Amidst the vast growth of English language and its teaching in EFL countries, an attentive action needs to be addressed to students (henceforth, participants) of English department regarding their belief systems of the Inner Circle cultures in the teaching of English. This study documented that those students put their preference on the inclusion of the Inner Circle cultures in English language teaching. Out of thirty four participants, 65% of them are of opinion that a language is bond with the culture. Then, the teaching of language per se should include its culture. One participant supported this, stating that the culture of the target language can refine their ability to understand the language well. Unlike those who favor the IC cultures, 21% of the participants disregard the issue. They, under the reason, felt the need of preserving their own local culture in ELT. Lastly, 15% of them, though small in number, put neutral beliefs on the issue. They contended that IC culture should only be introduced as an additional information in ELT as their own local cultures are more appropriate to learn. This paper ends with suggestions for policy makers to reframe the paradigm shift of English language teaching which puts local cultures at the front gate as well as English teachers to assist EFL students lift up their awareness on local culture teaching and learning.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

2021 ◽  
Vol 13 (3) ◽  
pp. 106-124
Author(s):  
Yoones Tavoosy
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Fifth Grade ◽  
International Exchange ◽  
Intensive English ◽  
Teaching Programme ◽  
Universal Language ◽  
Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum.   Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

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