scholarly journals Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

2020 ◽  
Author(s):  
Bachir Bouhania
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Field Investigation ◽  
Ministry Of Education ◽  
Negative Attitudes ◽  
Efl Teachers ◽  
Competency Based ◽  
Micro Level ◽  
Teachers Attitudes

After more than seventeen years of implementation (2003) in the Algerian educational system, English as a Foreign Language (EFL) teachers react unexpectedly to the Competency-Based Language Teaching (CBLT). They show resistance and resilience to change via variable attitudes towards CBLT. The paper reports the results of a field investigation carried out in eight secondary schools in Adrar, cultural and administrative capital of the southwest of Algeria. It assesses south Algerian EFL teachers’ attitudes towards CBLT through a questionnaire administered to twenty educators. The most striking answers are the teachers’ negative attitudes and diverging opinions toward its “top-down” implementation. The findings highlight a major issue to the Ministry of Education, the syllabus designers and the teachers at the micro-level, for they impact negatively on the spread and success of CBLT. The paper invites for debates about curricula and pedagogy in Algeria.

Thirty years of French language planning in Malaysia: From individual attempt to national strength

2017 ◽  
Vol 2017 (244) ◽  
Author(s):  
Regis Machart ◽  
Sep Neo Lim
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Planning ◽  
Boarding Schools ◽  
French Language ◽  
Day Schools ◽  
Ministry Of Education ◽  
Internationalisation Of Higher Education

AbstractFrench language teaching (FLT) started in Malaysian boarding schools in the 1970s due to the initiative of a few Malaysian teachers who had acquired some knowledge during colonial times. It was formally implemented by the Malaysian Ministry of Education (MOE) in 1984 and in the 2000s, FLT developed greatly in parallel with the internationalisation of higher education. The country had no former expertise in teaching French on a larger scale and future teachers had to be sent abroad to be trained in French. Thirty years later, this language has not only become part of the linguistic scenery in Malaysian boarding schools, as the MOE has also extended the teaching of French to normal day schools. This article will review the language planning regarding French language teaching in Malaysia as an example of foreign language planning in the country, and will focus on its implementation in the Malaysian secondary schools from the 1970s to 2014. Issues of teaching hours and textbooks will not be dealt with, as these matters are left to the circumspection of the respective schools.

scholarly journals A STUDY ON INDONESIAN TEACHERS’ USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Isry Laila Syathroh ◽  
Bachrudin - Musthafa ◽  
Pupung - Purnawarman
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Tools ◽  
English As Foreign Language ◽  
Use Of Technology ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teaching Learning

Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

2021 ◽  
Vol 12 (4) ◽  
pp. 462-475
Author(s):  
Tariq BOUQETYB
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Project Work ◽  
Ministry Of Education ◽  
Common Component ◽  
Learning And Teaching ◽  
Teaching Situation ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

scholarly journals Research on Innovation of Foreign Language Teaching under the Thought of Socialism with Chinese Characteristics

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ling Wang
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Ministry Of Education ◽  
College English ◽  
New Era ◽  
Chinese Characteristics ◽  
National Congress ◽  
New Situation

On the subject of integrating and implementing the spirit of the 19th national congress, Liu Guiqin, director of the department of social science and technology of the ministry of education, made a thematic report entitled “earnestly studying, propagating and implementing the spirit of the 19th national congress of the party and accelerating the introduction of the thought on socialism with Chinese characteristics for a new era into textbooks, classrooms and minds”. According to the report, as well as the ideological and political theory courses, the curriculum integration in-depth course education “the thought of socialism with Chinese characteristics to blend in new era. This paper analyzes from the foreign language teaching with Chinese characteristics under the background of new era .The current college English teaching under the new situation of permeation of moral education present situation analysis, this is a natural fit with the research of this project.

Debate method for developing communicative competency in teaching English as a foreign language

2020 ◽  
Vol 43 (2) ◽  
pp. 143-150
Author(s):  
R. Zhumaliyeva ◽  
◽  
А. Muratkyzy ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Ministry Of Education ◽  
Teaching English ◽  
National Education ◽  
National Education System ◽  
Successful Work ◽  
Communication Activity ◽  
Competency Based

Currently, the effectiveness of using the debate method in teaching English is obvious. Since language is a mean of communication, debate contributes to the development of communicative competency, which plays an important role in the successful work of a specialist in various fields. This article focuses on the method of debate, as one of the communication activity types. The debate method can be used to improve students’ communication skills, allowing them to use linguistic knowledge as a functional competency in a structured (less structured) situation or in the context of a language education. The purpose of this article is to describe the debate method as a productive strategy for teaching communicative competency while teaching English as a foreign language. This research is carried out within the framework of the Ministry of Education and Science of Republic of Kazakhstan grant project “Developing and implementing the innovative competency-based model of multilingual IT specialist in the course of national education system modernization”.

scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

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