Teodora Popescu, Rodica Pioariu and Crina Herțeg (Eds.) Cross-disciplinary Approaches to the English Language: Theory and Practice. Newcastle-upon Tyne: Cambridge Scholars Publishing, 2011. Pp. xii-168. ISBN 978-1-4438-3389-9

2017 ◽  
Vol 10 (2) ◽  
pp. 135-140
Author(s):  
Anabella-Gloria NICULESCU-GORPIN
Keyword(s):  
English Language ◽  
Theory And Practice ◽  
Language Theory ◽  
Newcastle Upon Tyne

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

scholarly journals Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

2013 ◽  
Vol 21 ◽  
pp. 20 ◽  
Author(s):  
Francesca López ◽  
Martin Scanlan ◽  
Becky Gundrum
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Current Theory ◽  
English Language Development ◽  
Theory And Practice ◽  
Policy Implications ◽  
Teacher Education Programs ◽  
Reading Outcomes ◽  
Level Of Training

In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Editorial. The Inescapability of Language: Theory and Practice for L-1 Educators

2012 ◽  
Vol 12, SI InescLang (Inescapability of language) ◽  
pp. 1-8
Author(s):  
B. Doecke ◽  
I Pereira
Keyword(s):  
Theory And Practice ◽  
Language Theory

scholarly journals A Gender-based Investigation of the Perception of English Language Teachers at Saudi Universities Regarding the Factors Influencing Learner Autonomy

2019 ◽  
Author(s):  
Eidah Abdullah Al-malki
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Empirical Survey ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
Gender Based

Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English language teachers. It aims to identify gender-based perceptions of English language teachers from a Saudi university regarding the role of the textbooks, study material, support of English language teachers, the students’ learning strategies, students’ motivation and self-evaluation in enhancing learner autonomy. This empirical survey has involved 30 male and 30 female (n=60) English language teachers from English language center of Taif University, Saudi Arabia to record their insights and views about their perceptions and prospects of these pedagogical constructs in their teaching practices. The participants of the study responded to a 35-point Likert-scale modified questionnaire to generate data. Independent-samples T-test has been run to calculate percentages of their responses as well as to identify any statistically significant gender-based differences. The results revealed that only six items out of the total 35 have shown significant gender-based differences in the perceptions of the participants of the survey. The findings have revealed that the participants of this study bear extremely positive attitudes towards the pedagogical significance of learner autonomy and have exhibited encouraging trends about the implementation of this construct in the classrooms. Recommendations have been forwarded based on the results of this survey.

scholarly journals Research-based Teacher Education for Multicultural Contexts

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Carlos F. Diaz ◽  
Ilene Allgood
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Graduate Program ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Evidence Based ◽  
Master's Program ◽  
Ell Students ◽  
Speakers Of Other Languages ◽  
Research In Education

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in-service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence-based practice’.

scholarly journals ENGLISH FOR ACADEMIC PURPOSES: KEEPING UP WITH THE TIMES

2020 ◽  
pp. 40-57
Author(s):  
Olga Ilchenko ◽  
Natalia Kramar
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
English Language ◽  
Language Education ◽  
Thinking Skills ◽  
English For Academic Purposes ◽  
Theory And Practice ◽  
Academic Publishing ◽  
Lingua Franca ◽  
Methodological Principles

English language education, especially in light of the status of English as present-day lingua franca, has become a prolific field of research, and no less prolific area of practical application internationally. Through a critical literature review, the current study addresses one of its most prominent subfields – English for Academic Purposes – with special emphasis on academic writing. We briefly touch upon its evolution and identify the terminological ambiguities involved in EAP conceptualization within the broader framework of ESP (English for Specific Purposes). By examining the changes that academic English is undergoing today due to the overwhelming influence of L2 speakers’ varieties (termed “similects” by Anna Mauranen), we elucidate how English as a Lingua Franca movement can benefit and enrich EAP pedagogic practice. We also discuss how EAP fits within the latest CEFR guidelines, paying close attention to mediating skills, critical thinking and integrative thinking skills, which, as we argue, need to be more extensively incorporated into academic writing instruction. We discuss the rationale and the methodological principles of English for Research Publication Purposes as a new offshoot of EAP, which combines genre-based instruction with the exploration of multiple non-linguistic issues, involved in academic publishing, such as interaction with editors and gatekeepers, choosing a suitable journal, navigating the review process. We hope to demonstrate that EAP teaching, and especially academic writing instruction, is in need of major revision to overcome the yawning gap that currently exists between theory and practice.

scholarly journals The characteristics of English verbs of slow movement in comparison with Chuvash verbs

2021 ◽  
pp. 77-85
Author(s):  
Tatiana Ignateva
Keyword(s):  
Comparative Study ◽  
English Language ◽  
Component Analysis ◽  
Theory And Practice ◽  
Semantic Relations ◽  
Slow Movement ◽  
Teaching English ◽  
Semantic Group ◽  
Analysis Application ◽  
Linguistic Units

This article represents a comparative study of the verbs of slow movement in the modern non-cognate languages. The absence of comparative study of the verbs of slow movement in the English and Chuvash languages define the relevance of this work. The goal consists in examination of the verbs of slow movement based on the material of English and Chuvash languages, analysis of the semantic relations within this group, and revealing the determining features of linguistic units that belong to this semantic group, as the author believes that namely these determining features do not always coincide in the compared languages. The article employs the method of analysis of dictionary definitions, method of identification of meanings, and component analysis. Application of the method of interlingual comparison revealed common and distinctive components of the meaning, which are not evident in terms of intralingual analysis. The research relies on the data from electronic dictionaries. The novelty of this research consists in finding interlingual correspondences with varying degree of equivalence and differences among the verbs of slow movement in the English and Chuvash languages. The acquired results can be valuable in theory and practice of teaching English language of Russia-Chuvash audience, as well as for broadening linguistic horizon of the students.

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