INNOVATIONS IN ENGLISH LANGUAGE TEACHING IN KINDERGARTEN

2021 ◽  
Vol 12 (2) ◽  
pp. 414-417
Author(s):  
Ani Tosheva ◽  
◽  
Veneta Stoyanova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teachers ◽  
English Language Teaching ◽  
Age Group ◽  
Information And Communication ◽  
English Language Teachers ◽  
Group 5 ◽  
Effective Use

This paper presents the activities of English language teachers from Kindergarten “Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program “Succeeding Together”, Module 2: Innovative Kindergarten. Good practices of using new technologies in learning English by preschool children are presented – III age group (5-6 years) and IV age group (6-7 years). It reveals the possibilities for upgrading the competencies of each child through the effective use of information and communication technologies. The electronic educational resources created by the teachers and their implementation in the process of pedagogical interaction contribute to the maximum assimilation of language structures from the formal and content side of the Bulgarian and English languages.

scholarly journals European Experience of the Use of Information and Communication Technologies In Initial Education of the English Language Teachers

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Oleh Komar
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Online Technologies ◽  
European Experience ◽  
Information And Communication ◽  
English Language Teachers

The article deals with the analysis of the peculiarities of the use of information and communication technologies in the process of initial education of future English language teachers in the countries of the European Union. The topicality of the problem is based on the current trends in the development of education, in the particular extensive use of online technologies and tools in the process of English language learning and English language teacher education.The purpose of the article is to study the European experience of the use of information and communication technologies in the initial education of the English language teachers and single out the most important and topical of them in order to outline the possibilities of their use in the initial education of teachers of English in a broader context.The methodology of the research is realized with the use of such methods as analysis, synthesis, generalization, analogy and interpretation of empirical data and theoretical concepts; observation and study of practical experience of higher educational institutions in Poland and Portugal as well as an interview with teachers and students of the above-mentioned institutions.As a result, the importance of the development of information and technological competencies in future teachers of English is grounded, the role of information and communication technologies in initial teacher education is determined. Various information and communication technologies used in the educational process, in particular offline technologies and tools as well as online technologies and resources, are presented and analyzed. Attention is also given to the use of E-learning and the implementation of massive open online courses into the initial teacher education of the English language teachers.The conclusion about the variability of information and communication technologies is made.

scholarly journals ПІДХОДИ ДО ВЗАЄМОПОВ’ЯЗАНОГО ФОРМУВАННЯ КОМПЕТЕНТНОСТІ В ПРОФЕСІЙНО ОРІЄНТОВАНОМУ ГОВОРІННІ ТА ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ АНГЛІЙСЬКОЇ МОВИ

World Science ◽  
2019 ◽  
Vol 2 (1(41)) ◽  
pp. 29-32
Author(s):  
Мар’яна Буряк
Keyword(s):  
Information And Communication Technologies ◽  
Cognitive Processes ◽  
English Language ◽  
Communication Competence ◽  
Communication Technologies ◽  
Language Teachers ◽  
Relevant Research ◽  
Interactive Teaching ◽  
Information And Communication ◽  
English Language Teachers

In the article the approaches to an interrelated building of the competence in professionally oriented speaking and information and communication competence of prospective English language teachers with application of the research methods (analysis of relevant research, systematization and generalization) has been grounded. The approaches which ensure efficiency of an interrelated building in prospective English language teachers a professionally oriented competence in speaking and information and communication competence have been outlined: communication and activity, socio-cognitive and integrated ones. The adoption of the listed approaches in this process envisages simultaneous mastering by students of the components of aforementioned competences in the simulated situations of professionally oriented communication of English language teachers with regard for individual peculiarities of the subjects of learning process and cognitive processes, with application of active and interactive teaching methods, modern information and communication technologies.

scholarly journals The use of new technologies among in-service Colombian ELT teachers *

2014 ◽  
Vol 15 (2) ◽  
pp. 247 ◽  
Author(s):  
Jermaine McDougald
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.

Using information and Communication Technology in E.F.L Classrooms at University level (Case Study of Gezira and Butana University lectures)

2020 ◽  
Vol 16 (1) ◽  
pp. 25-48
Author(s):  
Amani El-tayeb Hassab El-Rasoul Mohammed
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Efl Teachers ◽  
Information And Communication ◽  
English Language Teachers ◽  
University Level ◽  
The University

Using Information and Communication Technology in EFL classrooms at the university level is very important for universities lecturers in Sudan. This study aims to investigate the role of ICT in teaching English in Sudanese universities represented by Gezira and Butana University. The study casts light on the importance of ICT today particularly in the field of English language teaching. Moreover, investigates the problems which face Sudanese EFL teachers in using ICT in classrooms at the university level. The study has followed the descriptive-analytical method. The data for the study[ has been collected by means of a questionnaire and an interview with some ICT experts and technicians. The study has used the (SPSS) statistical package for the social science programme for analyzing the data. The study has reached many important results: There are many problems facing Sudanese English language teachers at the university level in teaching the English language while using the technology of information and communication because they are not specialized in the field. In the light of these results, the study recommends that: Introducing ICT into educational curricula so as to be understood and used easily by learners and teachers. Also the necessity of training EFL teachers on using these technologies. Finally, the study recommends all teachers at the university level have full knowledge of using ICT in education because it is very important nowadays.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia

2019 ◽  
Vol 9 (3) ◽  
pp. 445-455
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Janice Orrell ◽  
Mujiburrahman Mujiburrahman
Keyword(s):  
Labour Market ◽  
English Language ◽  
English Education ◽  
Education Institution ◽  
Language Teachers ◽  
Group Discussions ◽  
Generic Skills ◽  
Content Type ◽  
Information And Communication ◽  
English Language Teachers

PurposeThe purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market.Design/methodology/approachThis qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis.FindingsThe findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills.Originality/valueThe paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.

Supporting the development of primary in-service teacher educators

ELT Journal ◽  
2019 ◽  
Vol 73 (4) ◽  
pp. 428-437
Author(s):  
Laura Grassick
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Primary Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
State School ◽  
English Language Teachers ◽  
University Lecturers ◽  
School Curricula

Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.

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