In Search of a Holistic Approach: Vygotsky Situated in the Rural Indian ESL Contexts

IJOHMN ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 68-79
Author(s):  
Dr. P. Bhaskaran Nair
Keyword(s):  
English Language ◽  
South India ◽  
Language Education ◽  
Holistic Approach ◽  
Materials Testing ◽  
English Language Education ◽  
Esl Education ◽  
Second Language Education ◽  
Social Agenda ◽  
Teaching Learning

This paper argues that it is high time that the teaching of ‘a language of opportunities’ got liberated from the rigid and restricted frame of institutionalized instruction with its fossilized curriculum, syllabus, materials, testing and evaluation and so on. Teaching-learning English must be made a democratic process, a social agenda, which leaves apace for societal intervention. It has been suggested here that those who had been marginalized so far as passive stakeholders, namely parents and public, too should be made active participants in the process of second language education, contributing to the process in their own way. The fifteen-year old search for such a holistic approach to ESL education has now reached a point at which a framework of some degree of definitude has been arrived at. This paper outlines (only) the theoretical framework currently being in use on a massive project in Kerala (south India) which aims at ‘empowering rural India through English language education’. The interim report of the progress of the project will be appearing as a sequel paper.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
Author(s):  
Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
pp. 307-317
Author(s):  
Listyani Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program

2020 ◽  
Vol 19 (1) ◽  
pp. 78-87
Author(s):  
Rinawati Pelawi ◽  
Sri Sumarni ◽  
Darmahusni
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
English Language Education ◽  
Study Program ◽  
Ict Competence ◽  
Education Study ◽  
Teaching Learning

Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard frameworks UNESCO ICT Competency, EPG and the CEFR. This study aims to design ICT competences-integrated grammar assessment instruments for undergraduate English Language Education Study Program by using standard frameworks UNESCO ICT CFT, EPG and the CEFR. This study adapted Design and Development Research by Peffers. Based on the international standard frameworks, the results of the analyses suggest that the ICT competences of the existing assessment instruments are in the basic phase of EPG and knowledge acquisition level of UNESCO ICT Competency Framework. And the grammatical features are spread from level A2 to C1. Thus, the study proposed a design of ICT Competences-integrated grammar assessment instruments for English Language Education Study Program. Keywords: ICT competence; assessment instruments; UNESCO ICT; EPG.

scholarly journals The Implementation of Contextual Teaching Learning (CTL) to Improve the Students’ Speaking Ability in Islamic Studies Course

2019 ◽  
Vol 8 (4) ◽  
pp. 45
Author(s):  
Ahmad Subhan Roza ◽  
Zainal Rafli ◽  
Aceng Rahmat
Keyword(s):  
English Language ◽  
Language Education ◽  
Study Groups ◽  
English Language Education ◽  
Islamic Studies ◽  
Post Test ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Language Context ◽  
Taking Action

Contextual Teaching Learning (CTL) has been widely implemented in ELT. However, little used it specifically in speaking class in Islamic studies course. This research, which was a four-cycle action research conducted at the fourth semester English Language Education students at an Islamic university in Lampung, Indonesia aimed to find out how CTL can improve speaking skills especially in the subject of public speaking which includes storytelling, speech, News casting and drama in Speaking for Islamic Studies course. The data were obtained qualitatively through interviews, observation and filed notes during the learning process and also quantitatively through speaking tests for four cycles. Data were then analyzed by comparing the results of the pre-test, 55. 63 and the results of the post test after taking action in each cycle, namely storytelling gained 60.45, speech reached 64.9, news casting was 66.70, and the final drama reached 73.2. In addition, students tended to feel enthusiastic to work together in study groups and also thought critically, especially when connecting understanding the concept of language with the appropriate language context during their involvement in the speaking class. In other words, CTL could improve the students’ speaking abilities and also the quality of their learning activities. Thus, CTL could be implemented as one of the effective methods of speaking learning, especially those related to the Islamic context.

scholarly journals Meaningful and Memorable Learning: Integrating TPR and Youtube Videos to teach Vocabulary

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Istiqlaliah Nurul Hidayati
Keyword(s):  
Learning Styles ◽  
Community Service ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Need Analysis ◽  
Teaching Learning ◽  
The City

The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that  their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun. 

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

Sign in / Sign up

Export Citation Format

Share Document