scholarly journals Implementing the Core Curriculum of English Language in Preparatory Classes in Gjakova

2019 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Sindorela Doli Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Core Curriculum ◽  
Scientific Discipline ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
The Core ◽  
Development Processes ◽  
Education Science

Pre-school education represents the first level of education whereby children are educated in their families or in pre-school institutions (age 0-3 and age 3-6) or preparatory classes (age 5-6). First of all, there are dialectal differences from their everyday language, from low variety to high variety that implies the standard of Albanian language. It is understood that through communication children's development can be stimulated, encouraged and accelerated through the appropriate techniques used by the teacher. The number of English language speakers is increasing every day by reinforcing its geographic position as one of the most spoken languages around the world. In the same rate, it is noted that the number of institutions providing English language teaching as a foreign language is increased. According to the Core Curriculum of the Ministry of Education, Science and Technology in Kosovo, it is envisaged to necessarily have classes of English language learning for elementary communication in preparatory classes (age 5-6 years). Linguists define the language in different ways, the first thing that comes to mind is that through communication start all the development processes of the human being. Apart from linguistic communication an inalienable element is also the psychological one. Given that Psycholinguistics is a scientific discipline between linguistics and psychology, this paper is carried out by treating the standard Albanian from the psycholinguistic perspective. The purpose of this research is to get acquainted with the level of standard language learning at pre-school children, and how the English language influences this age.

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.

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

2015 ◽  
pp. 276-295
Author(s):  
Buğra Zengin ◽  
Duygu Doğan ◽  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Learning Resources ◽  
Original Language ◽  
English Major ◽  
Students Attitudes ◽  
Low Exposure

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

scholarly journals Difficulties in English Language Learning for Students with Dyslexia

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 196-206
Author(s):  
Alma Lama
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
English Language ◽  
Science And Technology ◽  
Learning Difficulties ◽  
Ministry Of Education ◽  
The Right ◽  
Education Science ◽  
Specific Learning

Abstract Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

scholarly journals English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

2017 ◽  
Vol 10 (4) ◽  
pp. 18 ◽  
Author(s):  
Esim Gursoy ◽  
Sule C. Korkmaz ◽  
Ebru A. Damar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Policy ◽  
Prospective Teachers ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching ◽  
Second Grade

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

scholarly journals Research on English language teaching and learning in Argentina (2007–2013)

2016 ◽  
Vol 49 (3) ◽  
pp. 356-389 ◽  
Author(s):  
Melina Porto ◽  
Ann Montemayor-Borsinger ◽  
Mario López-Barrios
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
English Language ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
History Of ◽  
Education And Development

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, FL teacher education and development, content and language integrated learning (CLIL), computer-assisted language learning (CALL), the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.

scholarly journals Scrutinizing Values-Based Education in Secondary Grade EFL Coursebooks

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Gülşah Tikiz Ertürk
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Equal Distribution ◽  
Area Of Interest ◽  
Teaching Community ◽  
Raising Awareness ◽  
Target Values ◽  
Analysis Design

The study aims to expand the understanding of values and values-based teaching in the English language teaching community by scrutinizing English as a foreign language (EFL) coursebooks and the secondary grade curriculum. This is a qualitative study with a document analysis design. The data in the form of EFL coursebooks were examined, interpreted and coded to elicit meaning and gain understanding about the presentation of values residing in four coursebooks. The results of the study indicated that the values presented in secondary level EFL coursebooks do not show an equal distribution and the target values serve the purpose of raising awareness of learners about different values rather than allowing them to understand, internalize and discuss these values at higher levels of learning, which makes the process only superficial. Integrating the teaching of values into the curriculum of language learning classes has been an area of interest in recent years and the Turkish Ministry of Education (MoNE) revised its curriculum in 2018 and textbooks were written in 2019 in accordance with the requirements of the national curricula. Detailed analysis of the teaching of values and their distribution in these coursebooks might help curriculum planners and coursebook writers as well as teachers.

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

scholarly journals Use of L1 in the Iranian EFL Classroom

2021 ◽  
Vol 9 (2) ◽  
pp. 34-45
Author(s):  
Setareh Masoumi Mayni ◽  
Shamala Paramasivam
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Elementary Level ◽  
Teaching Methodology ◽  
Institute Of Technology

By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

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