scholarly journals POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA

Widyaparwa ◽  
2020 ◽  
Vol 48 (1) ◽  
pp. 1-13
Author(s):  
Bayu Permana Sukma
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Qualitative Method ◽  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Asean Countries ◽  
Target Country ◽  
Bahasa Indonesia

As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik. 

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

scholarly journals Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

2021 ◽  
Vol 3 (8) ◽  
pp. 65-70
Author(s):  
Khadija Anasse ◽  
Rajaa Rhandy
Keyword(s):  
Foreign Language ◽  
Writing Assessment ◽  
Online Teaching ◽  
English Language ◽  
Negative Attitude ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Assessment ◽  
Foreign Language Teachers ◽  
Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them.  For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment. 

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals Teaching Methods of English for Specific Purposes

2021 ◽  
Vol 7 (6) ◽  
pp. 481-485
Author(s):  
D. Saidvalieva
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching Methods ◽  
New Technologies ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Foreign Language Teachers ◽  
Linguistic Development ◽  
Foreign Language Learners

Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

scholarly journals Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching

2021 ◽  
Vol 9 (2) ◽  
pp. 111-125
Author(s):  
Gülten Koşar
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
English Language ◽  
Language Teachers ◽  
First Year ◽  
Distance Teaching ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Great Chance ◽  
Teaching Practicum

Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers’ conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.

PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

2019 ◽  
Vol 3 ◽  
pp. 594
Author(s):  
Anna Vintere ◽  
Inese Ozola ◽  
Santa Krumina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Service Industry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Training Environment ◽  
Language Competence ◽  
Study Results ◽  
Business Sectors

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors. 

Error Analysis Speaking on Foreign Speakers: Case Study of Brazilian Youtuber

2019 ◽  
Vol 1 (2) ◽  
pp. 165-168
Author(s):  
Hesti Indah Mifta Nur’aini
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Learning Process ◽  
Qualitative Method ◽  
Data Completion ◽  
Data Source ◽  
Foreign Speakers ◽  
Bahasa Indonesia

Bahasa Indonesia both orally and in writing that have rules of order in order to be used effectively. Foreign speakers are part of the Indonesian language learners because Indonesian becomes a foreign language for the learner. In the learning process found various errors. The purpose of this research is to explain and describe Indonesian language by foreign speaker, youtuber from Brazil. This research uses descriptive qualitative method with approach. The data source used video from youtube. Technique of data completion using note note. Then, the data is compiled by mistake. The results of the study indicate the existence of language errors at the level of phonology and morphology.

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