scholarly journals Motivation by Stealth?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kathleen Guillaume
Keyword(s):  
Teaching And Learning ◽  
Digital Age ◽  
World Englishes ◽  
Cultural Hegemony ◽  
Teaching English ◽  
Personal Lives ◽  
The World ◽  
Students First

Buried beneath the conversation or, if preferred, the simmering debate about if and how we should be teaching English - in some form, to some end – around the world, is the fact that many of our students are not the least bit interested in what we have to teach them. Should we care?At the heart of the problem, and of this paper, is motivation. Should we not look at our students first, rather than continue to hand down and implement policy from on high, from elsewhere? Should we try to imagine what our students’ future professional and personal lives will be like and how one of the current ‘World Englishes’ might be of use to them, one day? A great motivator is culture, in its broadest sense.This paper nods in passing to the theme of ‘interdisciplinarity,’ considered vital, as well as to that of ‘teaching and learning inthe digital age,’ the latter seen as a boonnot a bane. The author, nonetheless, feels piques of conscience about the stealth role of English in what is, gaily and glibly, called ‘globalized contexts’. What if our pedagogic success comes back and bites us? What if, when we succeed in motivating our students, we are actually playing a dangerous game of acculturation? Inside the lining of success in English, have we sewn cultural hegemony? This paper suggests possible equipoises and pragmatic safeguards.

scholarly journals Teaching English as an International Language (EIL) in Nepal

2020 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Mohan Singh Saud
Keyword(s):  
Teaching And Learning ◽  
World Englishes ◽  
English Speakers ◽  
Teaching English ◽  
English As Foreign Language ◽  
Global Context ◽  
International Language ◽  
The World ◽  
The Status ◽  
Concentric Circles

With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

scholarly journals Mobile learning and socially constructed blended learning through the lens of Activity Theory

2021 ◽  
Author(s):  
Vickel Narayan ◽  
Thomas Cochrane ◽  
Stephen Aiello ◽  
James Birt ◽  
Mehrasa Alizadeh ◽  
...  
Keyword(s):  
Blended Learning ◽  
Activity Theory ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Socially Constructed ◽  
Policies And Procedures ◽  
Synchronous Learning ◽  
The World

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

scholarly journals THEORY AND PRACTICE IN TEACHING ENGLISH ECONOMICSVOCABULARY

2017 ◽  
Vol 6 (2) ◽  
pp. 55
Author(s):  
Daliana Ecaterina Tascovici
Keyword(s):  
Teaching And Learning ◽  
Active Role ◽  
Theory And Practice ◽  
Teaching English ◽  
Key Points

The present paper proposes to speak about teaching English economics vocabulary. So, at first, we make references to the key points and the issues which are raised by teaching and learning specific vocabulary: learners usually select the words they want to achieve; once learned, words move between active to passive status; one of teachers’ activities is to help students remember the acquired vocabulary; teachers should provide the correct exposure to words and opportunities for learners to practice them. Secondly, we will study examples of economics vocabulary teaching and show how discovery techniques can aid vocabulary acquisition.In the end we draw the conclusions, showing the importance and the active role of the discovery techniques in teaching English vocabulary.

The cultural dimensions of language teaching and learning

2011 ◽  
Vol 44 (4) ◽  
pp. 485-499 ◽  
Author(s):  
Karen Risager
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Cultural Dimensions ◽  
Target Language ◽  
Cultural Learning ◽  
The World ◽  
The Subject ◽  
Learning Competence ◽  
Language Teaching And Learning

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.

MAXIMIZING TELEGRAM APPLICATION FOR TEACHING READING

2017 ◽  
Vol 1 ◽  
pp. 228
Author(s):  
Fhesti Mayang Sari
Keyword(s):  
Mobile Phone ◽  
Teaching And Learning ◽  
School Library ◽  
Group Discussion ◽  
Educational Goals ◽  
Teaching Reading ◽  
Mobile Phone Application ◽  
Use Of Technology ◽  
The World

Curriculum, syllabus and technology are the educational terms with their certain components and importance. They are also could be said as the guidelines for gaining educational goals. The use of mobile phone has become an essential part of nowadays students’ lives in the world. That is why the role of technology is also could not be separated with the content of the syllabus. This article aims to discuss the use of technology−in the form of Telegram as one of the mobile phone application−by inserting it in the syllabus related to the teaching and learning English especially for teaching reading. At the end of the discussion, it is found that those variables are influencing each other. Curriculum is as the reference of syllabus whereas syllabus is as the implementation of curriculum and technology supports them. A teacher could use Telegram by setting up a certain group discussion in a single classroom to maximize the learning process. When the teachers provided a Telegram group discussion with its interesting and appropriate context for students, it is possible to make students curious. When the students’ curiosity occured, the habitual process of reading begins. This could be one of a problem solving of students’ laziness of going to the school library. By the time the students have read several books or articles or another media that they like, the teachers could encourage them to share it with their classmates in some ways by maximizing their Telegram group.

Bangla in English Classes in Bangladesh: A Study of Learners’ Attitudes

2019 ◽  
Vol 39 (3_suppl) ◽  
pp. 1S-12S
Author(s):  
Md. Sadequle Islam ◽  
Mamunur Rahman
Keyword(s):  
South Asia ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Language ◽  
Ethnographic Study ◽  
Teaching English ◽  
Short Article ◽  
English Classes ◽  
Positive Attitudes ◽  
Students First

In South Asia, the use of students’ first language while studying English as a second or further language remains a matter of considerable interest and contention. This topic deserves further attention by teachers and researchers in efforts to make the educational and learning experience in often multilingual contexts as productive as possible. This short article addresses the ongoing debates in Bangladesh around the use of the Bangla language while teaching English classes at higher secondary (HSC) level. Presently, Bangla is generally discouraged on pedagogical grounds in the teaching and learning of English. This ethnographic study investigates the attitudes of Bangladeshi HSC level students towards the use of Bangla in English classes. The results indicate positive attitudes among the students towards using Bangla in the learning of English and suggest the necessity of revising the official negative approach.

scholarly journals PENGELOLAAN INTERAKSI KUALITAS PROSES BELAJAR MENGAJAR TERHADAP PENGEMBANGAN DIRI ANAK DALAM KONTEKS MINAT BELAJAR

2020 ◽  
Vol 2 (2) ◽  
pp. 41-50
Author(s):  
Belinda Mau ◽  
Areyne Christi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Existing Problems ◽  
Self Development ◽  
Professional Educator ◽  
The World

Abstract: In this era of globalization, teachers are very dominant in self-actualizing to educate the nation in facing the challenges and competition in the world, so that they are required to improve their professionalism in dealing with any existing problems. Solutions to answer the problems faced by teachers arise in the following questions: Who is the teacher? What is the role of the teacher both as a teacher and in relation to their students? How to manage the quality of the teaching and learning process on children's self-development in the context of interest in learning? The answers are: (1) a teacher is a professional educator who educates, teaches a science, guides, trains, provides assessments, and evaluates students. (2) the role of the teacher to work holistically. The teacher not only carries out his duties as a teacher, but becomes an example and a companion to his students. (3) the teacher must be able to manage the class very well so that in every learning process, children can be interested and respond when a teacher delivers a material. Abstrak: Dalam era globalisasi ini guru sangatlah dominan di dalam mengaktualisasi diri untuk mencerdaskan bangsa dalam menghadapi tantangan dan persaingan dunia, sehingga dituntut untuk meningkatkan profesionalnya dalam menangani setiap masalah yang ada. Solusi untuk menjawab persoalan-persoalan yang di hadapi oleh guru muncul dalam pertanyaan sebagai berikut: Siapakah guru itu? Apakah peranan guru baik sebagai guru dan berhubungan dengan anak didiknya? Bagaimanakah mengelola kualitas proses belajar mengajar terhadap pengembangan diri anak dalam konteks minat belajar?  Jawabnya adalah: (1) guru adalah seorang tenaga pendidik profesional yang mendidik, mengajarkan suatu ilmu, membimbing, melatih, memberikan penilaian, serta melakukan evaluasi kepada peserta didik.  (2) peranan guru bekerja secara holistik. Guru tidak saja menjalankan tugasnya sebagai seorang pengajar, tetapi menjadi teladan dan teman bergaul bagi para muridnya. (3) guru harus dapat mengelola kelas dengan sangat baik sehingga dalam setiap proses pembelajaran, anak dapat tertarik dan meresponi ketika seorang guru menyampaikan sebuah materi.

scholarly journals Unveiling a new taxonomy in education field

2020 ◽  
Vol 9 (3) ◽  
pp. 524
Author(s):  
Muhamad Afzamiman Aripin ◽  
R. Hamzah ◽  
P. Setya ◽  
M. H. M. Hisham ◽  
M. I. Mohd Ishar
Keyword(s):  
Hierarchical Models ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Learning Goals ◽  
Educational Institutions ◽  
Outcome Framework ◽  
The World

Taxonomy is a set of hierarchical models that is applied to classify educational learning goals or objectives into a certain level of complexity. Many models have been developed and implemented to suit the educational settings of schools or educational institutions around the world. Realising the importance of educational taxonomy, the purpose of this paper is to explore the function and role of the taxonomy framework used in education, especially through the lens of Bloom, Anderson and SOLO’s (Structure of the Observed Learning Outcome) framework. In addition, this concept paper also aims to formulate a more holistic alternative taxonomy based on the concept of Syed Muhammad Naquib Al-Attas. Research on Bloom, Anderson and SOLO’s taxonomies is not intended to deny the role and contribution of existing taxonomies, but to provide an alternative and space in creating a balanced system of cognitive classification of students through teaching and learning as well as in the evaluation system.

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