scholarly journals Strategies for Teaching English Abroad: The Immersion Classroom

2016 ◽  
Vol 3 (1) ◽  
pp. 123
Author(s):  
Ishrat Suri
Keyword(s):  
Social Interactions ◽  
Cultural Competency ◽  
English Language ◽  
English Language Development ◽  
Language Immersion ◽  
Immersion Programs ◽  
Daunting Challenge ◽  
Immersion Classroom ◽  
The Impact ◽  
International English

English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997). Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993); however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000). Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose  goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

scholarly journals Confronting the Demise of a Mother Tongue: The Feasibility of Implementing Language Immersion Programs to Reinvigorate the Taiwanese Language

2008 ◽  
pp. 91-107
Author(s):  
Johan Gijsen ◽  
Yu-chang Liu
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Significant Degree ◽  
Language Immersion ◽  
Language Loss ◽  
Ongoing Research ◽  
Taiwanese Identity ◽  
Immersion Programs ◽  
Language Immersion Programs ◽  
The Right

Abstract In Taiwan, where Mandarin is the official language, the survival of Taiwanese, the mother tongue of sixty percent of the island’s inhabitants, is threatened. In this article, the authors discuss data from previous and ongoing research on the role of language and the significance of language loss in the quest for a “Taiwanese identity.” Research shows that the dominance of Mandarin over Taiwanese plus the growing support for English in Taiwan are likely indications that current Mandarin/Taiwanese bilingualism is being replaced by Mandarin/English bilingualism. Canadian, Finnish, Basque and Catalonian models of language immersion programs will be proposed as an alternative to Taiwan’s current language policy. The authors argue that such models, when applied to a significant degree in Taiwan’s primary education system, will contribute to strengthening Taiwanese identity, to defending the right of youngsters to receive their education in their Taiwanese mother tongue, and to creating more effective English language training.

scholarly journals A culture of collaboration: Forms and factors affecting collaboration between NESTs and NNESTs in extracurricular English activities

2020 ◽  
Vol 15 (1) ◽  
pp. 65-84
Author(s):  
Grace B. Wivell
Keyword(s):  
Team Teaching ◽  
English Language ◽  
The United States ◽  
English Language Development ◽  
Host Institution ◽  
Factors Affecting ◽  
Interpersonal Factors ◽  
Research Plan ◽  
Or Team ◽  
The Impact

Fulbright English Teaching Assistants (ETAs) assist local English teachers to further the English language development of students around the globe, while simultaneously acting as cultural ambassadors for the United States. ETAs in Indonesia are required to spend between twenty and twenty-five hours each week in the classroom with their teaching counterpart(s) but are also encouraged to engage with their school and community outside of class, and as such many ETAs also spend considerable time developing extracurricular English programming. While some of these extracurriculars are facilitated independently by the ETAs, many are collaborative projects with counterparts from the host institution. As part of a larger five-year research plan initiated by the American Indonesian Exchange Foundation (AMINEF) that seeks to explore the impact of ETAs, this research explores the collaboration within these extracurriculars. It seeks to identify the forms that this collaboration takes, as well as the factors that affect the collaboration. The findings suggest that collaboration within these extracurriculars usually takes the form of either one teach – one assist model, or team teaching, and that logistical and interpersonal factors are of the greatest concern within the collaboration.

scholarly journals WHERE LANGUAGE AND ENGINEERING MEET: FOSTERING EMERGING ENGINEERING IDENTITIES AMONG INTERNATIONAL ENGLISH LANGUAGE LEARNERS

2018 ◽  
Author(s):  
Keely Cook ◽  
Raveet Jacob
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Year ◽  
Student Identity ◽  
Specific Content ◽  
Language Courses ◽  
The Impact ◽  
First Lego League ◽  
International English

  Abstract –This paper explores the impact of incorporating discipline-specific content into a university pathways program designed for first-year engineering English language learners.  In an effort to increase feelings of connectedness and encourage the development of student identity for students who must complete the bridging program before beginning full-degree studies, a collaboration with First-Year Engineering, FIRST Lego League and the Engineering IDEAS Clinics began whereby students worked with instructors, professors, and students from the Engineering Faculty as part of their language courses.  Student motivation and sense of faculty connection increased through the integration of these discipline-specific assessments and activities, and, overall the students reflected positively on these experiences.  

scholarly journals The Significance of English Language Development for Future Asian Tourism and Hotel Management Professionals

2019 ◽  
Vol 9 (1) ◽  
pp. 11 ◽  
Author(s):  
Jia Hui Zou ◽  
Stephanie Isabel Molina Ramirez ◽  
Mayra Alexandra Cuenca Erazo ◽  
Maria Asuncion Rojas Encalada
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
English Language ◽  
English Language Development ◽  
English For Specific Purposes ◽  
Target Language ◽  
Hotel Management ◽  
English Fluency ◽  
The World ◽  
The Impact

The present study is a systematic review that explores existent research on the significance of developing English at schools and universities, and the impact of English for Specific Purposes (ESP) courses to acquire specialized English for businesses, mainly on the Asian Tourism and Hotel Management sector. Because of ESP complexity, it is recommended to be taught to students of intermediate-advanced English level. Consequently, future professionals will be capable of communicating in the target language around the world and be ready to take these specialized English courses.  It also considers the advantages of having appropriate English fluency in the Tourism and Hotel Management sector, and the disadvantages of not having English fluency in this field.

scholarly journals Estudio comparativo de la prueba de redacción académica IELTS por escrito frente a la realizada en computadora en participantes de IELTS de inglés como lengua extranjera en la Universidad de Teherán

2021 ◽  
Vol 12 (2) ◽  
pp. 1-22
Author(s):  
Mehdi Dastpak ◽  
◽  
Mohammad Javad Riasati ◽  
Mohammad Sadegh Bagheri ◽  
Ehsan Hadipour ◽  
...  
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Placement Test ◽  
Testing System ◽  
Writing Test ◽  
Lexical Resource ◽  
Computer Based ◽  
The Impact ◽  
Writing Sample ◽  
International English

The current study is an attempt to investigate whether learners perform differently on paper or on the computer in the International English Language Testing System (IELTS) writing test, in terms of Task response/achievement, coherence/cohesion, lexical resource, grammatical range and accuracy. In addition, it explores whether the candidates’ computer familiarity are different in paper or computer groups. To this end, a total number of 108 candidates were selected out of 144 based on the results of the Oxford Placement Test (OPT) in Tehran University, Iran. To gather the data, a retired IELTS academic writing sample and a computer familiarity questionnaire were administered. The participants were divided into two equal groups. In the Paper Mode (PM) group, students were given the test to write conventionally on paper. In the other, Computer Mode (CM) group, the students were given the same test; but were asked to type the test in the computer provided for them in their class. Also, all the participants took the computer familiarity questionnaire. The gathered data were analyzed through the Independent samples t-test. The findings reveal significant differences between paper-based and computer-based modes in both writing tasks. Moreover, the analysis of the questionnaire shows the impact of the candidates’ computer familiarity on their writing performance.

scholarly journals The Implementation of Authentic Award-winning Acceptance Speeches to Enhance IELTS Learners’ Motivation in Speaking Skills

2021 ◽  
Vol 11 (3) ◽  
pp. 262
Author(s):  
Trinh Thi Kieu Dinh
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Intermediate Level ◽  
Testing System ◽  
Poor Knowledge ◽  
Award Winning ◽  
The Impact ◽  
And Linguistics ◽  
International English ◽  
Speaking Skills

Learners’ motivation in learning English plays an undeniable role in their progress. However, this is where the problem arises when language teachers find it struggling to boost their motivation to absorb the knowledge and produce a product. Learners’ lack of confidence in poor knowledge concerning background and linguistics discourages them from making any noticeable improvements, which is occurring in speaking classes when learners are afraid of voicing their opinions. The implementation of authentic videos to stimulate learners’ performance in speaking skills has been widely investigated, still the questions of what and how they are exploited have remained restrictively answered. The study aims at examining the impact of a specific type of video among numerous sources on the speaking ability of five intermediate-level learners who were preparing for the International English Language Testing System (IELTS) examination. The findings revealed that learners were eager to watch the authentic videos and they could learn a great deal from them, especially background knowledge, new range of vocabulary, native pronunciation and intonation.

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