scholarly journals Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

2021 ◽  
Vol 1 (1) ◽  
pp. 46-60
Author(s):  
Nima Wangchuk ◽  
Chencho Wangchuk ◽  
Dhanapati Sharma ◽  
Phub Dorji
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Secondary Schools ◽  
Error Correction ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Formal Study ◽  
Effective Delivery ◽  
Teaching Grammar ◽  
Systematic Practice

This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language.  The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues.  The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons

scholarly journals Combining Form and Function in Language Teaching: Teaching Grammar Communicatively

2018 ◽  
Vol 3 (1) ◽  
pp. 9-15
Author(s):  
Dony Marzuki
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Language Teaching ◽  
Target Language ◽  
English As Second Language ◽  
Form And Function ◽  
And Function ◽  
Teaching Grammar

The ongoing debate concerning the best method to apply in language teaching, especially in English as Second Language andForeign Language context has been lasting for about forty years now. The first side of debaters is the supporters of form-focusedlanguage teaching method, and the other side is the supporters of function-focused method. In teaching practice, the form-focused methodviews teaching grammar and all its grammatical rules as an absolute requirement while the function-focused method believes thatacquiring good communicative skill in target language is the ultimate goal in second language learning.  Both sides claim that the methodthey use in the teaching practice as the best way to make learners acquire the target language well. Despite the advantages offered by eachmethod, some researchers, however, find out that each method is actually not free from weaknesses. By realizing the weakness of eachmethod, it seems rational for not standing on one method only in the language teaching practice. Perhaps, by combining the two methodsin the teaching practice, language teacher will gain advantages and omit weaknesses owned by each method. A new method can be formedby applying formal instruction in communicative activities.

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

2019 ◽  
Vol 6 (1) ◽  
pp. 94-106
Author(s):  
Katherine MacCormac
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Professional Learning ◽  
Professional Growth ◽  
Language Teaching ◽  
Early Career ◽  
Language Teachers ◽  
Target Language ◽  
Second Language Teaching ◽  
Second Language Teachers

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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