scholarly journals The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

2021 ◽  
Author(s):  
Suman Kothakonda
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Indian States ◽  
Dominant Language ◽  
Proficiency Levels ◽  
Multilingual Education ◽  
Target Languages ◽  
The Right

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

scholarly journals The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

2021 ◽  
Author(s):  
Suman Kothakonda
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Indian States ◽  
Dominant Language ◽  
Proficiency Levels ◽  
Multilingual Education ◽  
Target Languages ◽  
The Right

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

scholarly journals The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

2021 ◽  
Author(s):  
Suman Kothakonda
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Indian States ◽  
Dominant Language ◽  
Proficiency Levels ◽  
Multilingual Education ◽  
Target Languages ◽  
The Right

<p>My main goal is to focus on the importance of multilingual education through translanguaging pedagogies in Telangana schools especially in the areas of minority linguistic communities. India is remarkably well-known for cultural and linguistic diversity. In such a context, it is difficult to implement the right medium of instruction in which the students’ home language is different from the school language. Though there are many factors involved in delivering quality education, language plays a significant role in teaching and learning across the world. The majority of the schools encourage dominant language(s) in teaching and learning in Indian states. As a result, students of non-dominant language(s) are totally out of the classroom conversations and they slowly come to know that their languages are less prestigious and not used in schools. This leads them to show less interest in learning. Non-dominant language(s) are pushed out of important domains and such languages are impoverished with limited functions in India. In this paper, I discuss the complexity which lies in providing the right media of instruction to heterogeneous students in Indian classrooms and also explores the students’ language(s) proficiency levels in two target languages. Finally, I explain some ways to develop students’ linguistic and cognitive skills in such a multilingual environment. Two schools were, for this study, visited to understand the language(s) scenario in the Telangana region. The data was collected from 15 students who were in the IX class.Apart from this, we interacted with teachers to get their opinions on various topics in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were conducted from classroom teachers in relation to students’ language skills in three languages. The data was collected through a variety of sources in order to illuminate multilingual education in Telangana schools. Oral and written samples were collected from the participants in two languages L2 & L3. In the process of data collection, each student performed spoken as well as written tasks. Oral tasks consist of discussions, role-plays, and one storytelling task based on the provided pictures. Written tasks consist of reading, listening, and writing (vocabulary, grammar, and sentence meaning). The result of the collected data reveals the proficiency levels of students in L2 & L3. The empirical data, interviews, and conversations revealed the significance of LI in schools at the right time. </p>

scholarly journals Landscaping the Philippine Languages: The Implementation of Multilingual Education Policy

2021 ◽  
Vol 3 (11) ◽  
pp. 01-06
Author(s):  
Christian Lawrence N. Reyes
Keyword(s):  
Program Implementation ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Descriptive Analysis ◽  
The Philippines ◽  
Language Teachers ◽  
Multilingual Education ◽  
Culture Centered ◽  
Based Instruction

The institutionalization of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines through the Department of Education order no. 74. series of 2009 outlining aspirations for a culture-centered mother tongue-based instruction is positioned to focus on the acquisition of language content and allow the learners to experience a theoretically based, well-planned educational program that provides a strong foundation for literacy using the cognitive skills and comprehension of academic content from day one. However, the dynamic process of teaching and learning brought many factors contributing to the implementation of the program as the key language policy of the Philippines. With this, the researcher examined the extent of program implementation through the use of qualitative and quantitative data. The study employed validated and standardized survey instruments and used Statistical Package for the Social Sciences (SPSS) to analyze the gathered data, and it applied descriptive analysis to determine the level or degree of implementation. Also, the perspectives of language teachers were taken into account to ensure a better view of the panorama as they are the end-users. Findings suggested that (1) the policy has been implemented to a great extent by the teachers; teachers have a good grasp of the program. Also, (2) teachers are providing relevant and responsive delivery of instruction in order to capitalize the learner's capability.

scholarly journals Evaluation of English Teaching Materials used at a Vocational High School Based on Cunningsworth’s Checklist

2018 ◽  
Vol 1 (1) ◽  
pp. 33-46
Author(s):  
Yeli Nurhamsih ◽  
Syahrial Syahrial
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Language Skills ◽  
Vocational High School ◽  
Teaching Materials ◽  
English Teaching ◽  
School Based ◽  
The Right ◽  
Language Content

English teaching material is really important, that is why a teacher should be able  to select the right book to use on teaching and learning process. One of the ways is by evaluating the textbook. This study aims to evaluate the English teaching materials covering its language content, language skills, and topics, used at  a Vocational High School based on Cunningsworth’s checklist. The data were taken by distributing checklist and conducting interview to one vice- principal who is also as a teacher of English and two English teachers at a Vocational High School. The data were analyzed by getting average and percentage. The methodology of the research is descriptive qualitative content analysis. Results  showed that language content in the textbook viewed from criteria of good English teaching materials are poor. The textbook only covers little grammar and vocabulary. The language skills practiced in the textbook according to criteria of good English teaching materials are poor for they are in general content and limited activities. While, according to criteria of good English teaching materials, the topics introduced in the textbook are poor too. The topics covered in the textbook are general topics.  It can be concluded that English teaching materials covering language content, language skills, and topics in the textbook are not appropriate for hotel accomodation students.   As suggestion, the four skills should be integrated in the topics in order to give more importance to grammar and communication skills. The topics content that relate to hospitality and tourism department specially for hotel accomodation department should be provided and added so it will be meaningful for the learners espesially the learners of hotel accomodation.

scholarly journals Gamification in EFL classroom to support teaching and learning in 21st century

2021 ◽  
Vol 6 (1) ◽  
pp. 68-78
Author(s):  
Indah Sri Redjeki ◽  
R. Muhajir
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Activity ◽  
Written Discourse ◽  
Grammar Learning ◽  
Positive Attitudes ◽  
The Right

In the 21st century, the use of games becomes a trend within adults and youngsters and has recently obtained a massive notice of academics, educators, and practitioners. Gamification is a term used in learning with games that can be used to improve English since it reflects an innovative and captivating learning activity. Several studies on gamification show that it can make students feel more excited and motivated during their effort to elevate their English language skills. In this research, one medium of gamification called Duolingo was explored in grammar learning activities for the second-year students in the subject of “Grammar for Written Discourse”. They used Duolingo from their smartphones to support their grammar learning. This research employed an action research design in which observations, questionnaires, and documentation were used to collect the data. By the end of the result, it can be concluded that Duolingo is a medium that can be effectively used to implement gamification in language learning. It is also confirmed that students gave positive attitudes and results in the implementation of Duolingo in grammar lesson. The results of the research can be used as a reference in facilitating the students with innovative and captivating English learning. HIGHLIGHTS: Duolingo provides some language skills that students can improve: grammar, writing, translating, listening, and pronunciation. However, all respondents assumed that the application was more suitable for grammar since Duolingo gives the right answers and repetitions for the wrong answers. Duolingo understands Indonesian words and automatically correct the wrong words.

scholarly journals Teaching and learning foreign languages for special purposes at technical universities

2018 ◽  
Vol 36 ◽  
pp. 201-243
Author(s):  
Iwona Gajewska-Skrzypczak
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Foreign Languages ◽  
Language Competence ◽  
The Right

The main aim of my work is to explore the options and problems connected with teaching and learning ESP at technical universities. I tried to answer questions concerning the right choice of methods enabling students to develop their language skills effectively with an emphasis on professional language competence.

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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