scholarly journals PRE-SERVICE TEACHERS’ TEACHING PERFORMANCE IN TEACHING ENGLISH TO YOUNG LEARNERS: INSTRUMENTAL CASE STUDY APPROACH

2018 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Debora Chaterin Simanjuntak
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Teaching Performance ◽  
Sources Of Information ◽  
Teaching English ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Young Learners ◽  
Instrumental Case

The ultimate purpose of conducting this study is to explore teaching performance of pre-service in teaching English to young learners. This is an instrumental case study, using explanatory approach which scrutinize a particular case to gain insight to an issue or theory by involving sources of information to provide in-depth study. Furthermore the findings of this research is expected to underpin realistic aims and current curricular innovation for teaching English to young learners (TEYL). The findings of this study are classified into four aspects: Teaching Aim, Teaching Reflection, Teaching Approach, and Teaching Challenges. Pre-service teachers understood their purpose in teaching English young learners. Throughout the classroom observations and interviews, it was found that pre-service teachers provided relatable tasks for young learners; they focused on course objective; they established good bond with young learners before implementing the lessons. Their challenges in Teaching are to establish parent-teacher relationship and to identify learners’ learning skills. This study is expected to contribute insights to English language teaching area about Pre-service Teachers’ Teaching Performance in Teaching English to Young Learners by immersing into the world of teaching English to Young learners.

scholarly journals Integrating Articles into Teaching English to Young Learners II Course in ELT Department

2020 ◽  
Author(s):  
Ayşegül Takkaç Tulgar
Keyword(s):  
English Language ◽  
Relevant Literature ◽  
English Language Teaching ◽  
State University ◽  
Teaching English ◽  
Work Related ◽  
Young Learners ◽  
Conventional Content Analysis ◽  
Theoretical Side

While relevant literature presents us different studies examining teaching English to young learners from an application and practice perspective, its theoretical side, i.e., how to instruct pre-service teachers in foreign language departments to teach the language to young learner profiles is still an area needing investigation. Conducted in English Language Teaching department at a state university in Turkey, this case study was purposed to evaluate the effectiveness of integrating articles into TEYL II course. The participants were 36 students taking TEYL II course in the third grade. The data of this case study were collected through open-ended questions and classroom observations. The data were analyzed through conventional content analysis. The results revealed that integrating articles into TEYL II course had educational, linguistic, affective and individual/group-work-related contributions to participants. Setting out from the results, it can be suggested that articles can be rich sources of theoretical content and offer a scientific base for discussion. Besides, article integration in courses with applicable content is also suggested.

TEACHERS’ PERSPECTIVES TOWARD SUCCESSFULNESS OF ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS

2018 ◽  
Vol 12 (2) ◽  
pp. 96
Author(s):  
Siti Nurazizah ◽  
Maulidia Rachmawati Nur
Keyword(s):  
Elementary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Primary Level ◽  
Young Learners ◽  
Exploratory Case Study ◽  
Teachers Perspectives

<p>In response to the need of qualified teaching English in primary level, successful English teaching has become a crucial and challenging issue. This exploratory case study examines the perspectives of teachers regarding successful English language teaching for young learners. Data of this study was collected from multiple interviews with seven English teachers teaching in five Islamic Integrated Elementary Schools in Bogor that offer English as an additional language (EAL). The findings reveal that the participants of this study had relatively the same understanding or perspectives on teaching English for young learners on eight criteria among the nine criteria of successful English language teaching to young learners. It was also found that five criteria had 100% agreement and were in line with the theories of successful teaching English to young learners. There was one criterion that had 57% inlined result. There were three inlined criteria which were relatively the same amount with 86%. Therefore, the other criterion was not in accordance with the seven respondents with 0% agreement.</p>

scholarly journals The Influence of Linguistic Insecurity on Thai EFL Teachers’ Teaching Performance

2021 ◽  
Vol 3 (8) ◽  
pp. 35-44
Author(s):  
Palatee Jantri ◽  
Pilanut Phusawisot
Keyword(s):  
English Language ◽  
Poor Performance ◽  
English Language Teaching ◽  
Teaching Performance ◽  
Structured Interviews ◽  
Study Approach ◽  
Public Secondary School ◽  
Efl Teachers ◽  
Academic Year ◽  
Linguistic Insecurity

Using a case study approach, this study focused on teachers’ linguistic insecurity. The purpose of this study was to investigate the influences of Thai EFL teachers’ linguistic insecurity on their teaching performance. The data were obtained from classroom observation and semi-structured interviews. Using a purposive sampling, the participants were two Thai EFL teachers who were in-service teachers at a public secondary school in the northeastern part of Thailand. The study was conducted in the second semester of the 2020 academic year. Data were analyzed by using content analysis to identify themes. The results of the study indicated that the participants perceived that linguistic insecurity influenced their teaching performance in three aspects: lack of confidence about English knowledge, poor performance in English language teaching, and negative self-concept toward their English language ability. The discussion of findings, pedagogical implications, and recommendations for further investigations were also discussed.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals Sosialisasi English for Young Learners (EYL) bagi Guru Sekolah Dasar di Gugus II Kecamatan Ciamis

2021 ◽  
Vol 5 (4) ◽  
pp. 450
Author(s):  
Lystiana Nurhayat Hakim ◽  
Tri Agustini Solihati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Community Service ◽  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Observation Data ◽  
Teaching English ◽  
Teaching Techniques ◽  
Young Learners

Perubahan Kurikulum membuat mata pelajaran Bahasa Inggris di Sekolah Dasar berubah dari muatan lokal menjadi program ektrakurikuler. Berdasarkan data pra-observasi, di Kecamatan Ciamis pengajaran Bahasa Inggris mengalami beberapa kendala seperti kualifikasi guru yang bukan Sarjana Pendidikan Bahasa Inggris, pengunaan teknik serta metode mengajar Bahasa Inggris yang monoton dan menjenuhkan, kurangnya sumber ajar, serta tidak adanya pelatihan dan pembinaan pengajaran Bahasa Inggris bagi pembelajar anak. Melihat berbagai permasalahan tersebut maka penulis melakukan pengabdian kepada masyarakat dengan memberikan pelatihan pengajaran Bahasa Inggris dan Forum Group Discussion (FGD) bagi guru-guru Sekolah Dasar di Kecamatan Ciamis. Hasil pengabdian ini menunjukan bahwa guru memiliki motivasi yang baik dalam meningkatkan kompetensi mereka dalam pengajaran Bahasa Inggris, pemahaman mereka terhadap karakteristik pembelajar anak juga meningkat, serta adanya peningkatan kemampuan guru untuk menciptakan pengajaran yang bermakna dan menyenangkan.Kata kunci: Pengajaran, Bahasa Inggris, Sekolah Dasar Socialization of English for Young Learners (EYL) for Elementary School Teachers in Cluster II Ciamis Kecamatan District ABSTRACTThe change of curriculum makes English subjects in Elementary School move from local content to the extracurricular program. Based on pre-observation data, there are some obstacles face by the teacher in teaching English to young learners in Ciamis. Those are the unqualified English teachers, the monotonous of teaching techniques and methods, the lack of using teaching sources, and the unavailable of EYL workshops. Therefore, to solve those problems the author conducted a community service in the form of the EYL workshop and FGD.  The community service makes the teachers' motivation to improve their competency in English language teaching increase. Besides, their understanding of the characteristics of children and their ability to create meaningful and interesting teaching also increase.Keywords: Teaching, English, Elemntary School

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

Teaching English as an additional language: a case study approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evanthia Tsaliki
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Research Question ◽  
National Curriculum ◽  
Corrective Feedback ◽  
Teaching English ◽  
Case Study Approach ◽  
Content Type ◽  
Study Approach

Purpose This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why. Design/methodology/approach It concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined. Findings The picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted. Originality/value As stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

scholarly journals ELABORATING TEACHING ENGLISH TO YOUNG LEARNERS COURSES WITH CREATIVE DRAMA: ALTERNATIVES FOR PROSPECTIVE TEACHERS

2020 ◽  
Vol 5 (12) ◽  
pp. 232-245
Author(s):  
Ayfer SU BERGİL ◽  
Ayşegül ERÇEVİK ◽  
Gamze ERDEM
Keyword(s):  
Prospective Teachers ◽  
English Language ◽  
English Language Teaching ◽  
Rank Test ◽  
Creative Drama ◽  
Teaching English ◽  
Warm Up ◽  
Young Learners ◽  
Paired Samples ◽  
Signed Rank Test

The aim of this study is to teach creative drama techniques to Amasya University English Language Teaching Department students in the scope of Young Learners courses, enrich students’ vision to perform different activities in practicum practices and observe its contributions to the course process. Four stages of creative drama, namely warm-up/relaxation activities, games, improvisation and evaluation were included in this research and supported as a project by the Scientific Research Commission of Amasya University. In this research the scale of attitudes towards creative drama, consisting of 50 items was adapted and used as a highlighting part of ‘‘Teaching English to Young Learners’’ course. As a method, namely qualitative research referring to both descriptive and phenomenological researches was used in the study. Moreover, to support the results of qualitative ones, the quantitative statistics of One-Sample Kolmogorov-Smirnov Test, Wilcoxon Signed Rank Test for Paired Samples were applied to the collected data. Related to the obtained results, it was clearly seen that the teaching English to young learners courses should be enriched with creative drama activities in the process of teacher training and the prospective teachers need to be fostered using this kind of practices during their faculty education.

scholarly journals Sociolinguistic Perspectives on the Implications of the Homogenization of the Circles of World Englishes

2017 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Christiaan Prinsloo
Keyword(s):  
English Language ◽  
Language Education ◽  
World Englishes ◽  
English Language Teaching ◽  
Global English ◽  
Instrumental Case Study ◽  
Demographic Shifts ◽  
World English ◽  
Purposive Sample

The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.

Storytelling to enhance speaking and listening skills for English young learners: A case study at language centers in Binh Duong province

2021 ◽  
Vol 5 (2) ◽  
pp. 18-25
Author(s):  
Du Thanh Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Listening Skills ◽  
Validity And Reliability ◽  
Young Learners ◽  
Teaching Technique ◽  
Real Language ◽  
Listening And Speaking

With the availability of English teaching and learning facilities in most schools as well as in English language centers in Vietnam nowadays, storytelling is believed to be one of the most suitable techniques to improve young learners’ communicative competences; therefore, it should be further investigated and promoted. With the aim of fully exploiting storytelling in Vietnamese English language teaching contexts, the research is designed to discuss and evaluate its effectiveness as a teaching technique to enhance young learners’ speaking and listening skills - a well-matched couple of oral competences. Conducted with mixed research methods through the use of questionnaires, interview and observation, the outcomes, conclusions, theories as well as evaluations and recommendations put forward in the study are of great validity and reliability. Based on the rationale of this teaching technique, some models and activities for teaching demonstration are designed and carried out in real language environments in order to evaluate its advantages as well as disadvantages. From what have been discovered, the study can serve as a reference for teachers who wish to enhance their students’ listening and speaking skills by means of storytelling.

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