scholarly journals Flowchart: Scaffolding Narrative Writing in an English as a Second Language (ESL) Primary Classroom

2020 ◽  
Author(s):  
Melanie Selvaraj ◽  
Azlina Abdul Aziz
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Writing ◽  
Flow Chart ◽  
Narrative Writing ◽  
Pedagogical Strategies ◽  
Multiple Issues ◽  
Primary School Pupils

Learning to write can be a nightmare, be it on the natives or second language. Various approaches, methods, and techniques were tested by researches to improve the writing skills of learners with multiple issues in mastering the craft. Nevertheless, the standards of writing achievements among second language learners are remarkably frustrating. In Malaysia, teaching writing to the primary school pupils is one of the biggest concerns as pupils expected to compose narratives as assessment in the public primary education. Concerning this, this research aimed to measure the effectiveness of the flow chart to improve pupils' narrative writing and to investigate pupils’ achievement levels in each narrative writing component. Besides, it identifies the pedagogical strategies that lead to the scaffolding of narrative writing. Action research carried out with 12 intervention sessions in two cycles. Each Cycle involved three stages: planning, action, and reflection. A total of 25 Year Four urban primary school pupils participated in this study. The researcher obtained the data via pre and posttest, analysis of pupils’ narrative writing, and classroom observations. The findings showed that there was a significant improvement in pupils’ posttest scores and narrative writing assessment components. This study is essential to improve narrative writing achievement and benefit teachers who teach narrative writing in primary and secondary schools to enhance pupils’ performances. Studies in the future should include pupils from rural area schools with low proficiency levels to compare the findings in employing flow chart in narrative writing.

scholarly journals The hegemonic position of English as a medium of instruction at primary school level in KwaZulu-Natal, and its impact on parents' preferences of schooling for their children

2012 ◽  
Author(s):  
◽  
Jeevarathanum Naidoo
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Mother Tongue ◽  
School Level ◽  
Medium Of Instruction ◽  
English Second Language ◽  
Kwazulu Natal ◽  
Primary School Level

This study is concerned with the choices parents of second language learners make with regard to the schooling of their children in respect of medium of instruction, and explores the reasons why parents choose to disregard education in their mother tongue in favour of English as a medium of instruction. This is contrary to the Language in Education Policy, as the Department of Education instils in principals, educators and parents the need for children at primary school level to be taught in their mother tongue. The theoretical framework used to address the problem was the Critical Language Approach, this being an appropriate position from which to investigate language and power. A combination of questionnaires, interviews and observation was used to acquire data from parents and management in a large primary school in KwaZulu-Natal. After analysis of the data, which confirmed the hegemonic position of English as influencing choice of medium of instruction by parents of English second language learners, a model was developed to assist them to see the possible consequences of various choices. The model comprised a tenpoint questionnaire to identify needs, a flow chart diagram resulting from the needs analysis, a pictograph to assist stakeholders to understand the relevant choices available, and workshops to support the choice of medium of instruction. The value of the research, it is thought, lies in clarifying the various influences at play, in particular, the hegemonic position of English, and offering stakeholders a rational, rather than political or emotional basis for the choice of medium of instruction for second language learners, as well as pointing out the possible consequences of such choices.

scholarly journals Teaching Writing to Second Language Learners: Bench-marking Strategies for Classroom

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Syed Sarwar Hussain
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills ◽  
Teaching Writing ◽  
Qualitative And Quantitative Analysis ◽  
Statistical Software ◽  
Qualitative And Quantitative ◽  
Cross Tabulation ◽  
Mixed Approach

This study assesses teaching writing skills to the second language learners by utilizing bench-marking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Bench-marking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language.

scholarly journals The Use of Arabic Loanwords in Teaching Writing Skills for Hausa Learners of Arabic

2021 ◽  
Vol 22 (2) ◽  
pp. 1-9
Author(s):  
Nasiru Mainasara ◽  
Abdulhalim Mohammad ◽  
Abdulrauf Hassan ◽  
Wan Muhammad Wan Sulong
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Teaching Writing ◽  
Educational Curriculum ◽  
Teaching And Learning Environment ◽  
Level Of Significance ◽  
High Level ◽  
Effective Teaching And Learning

The educational curriculum requires improvement. As such, it is essential for educational designers to enhance it to address the challenges faced by the second language learners, in the hope of creating more effective teaching and learning environment. One of the modern techniques employed to improve the educational curriculum is the technique of using loanwords of Arabic for the teaching of second language. The goal of this study was to determine the effectiveness of utilizing Arabic loanwords in the Hausa language to simplify the teaching of writing skill in Arabic as well as to collect feedback from student. To achieve this, the research was conducted with student from Umaru Ali Shinkafi Polytechnic Sokoto. The results showed that the effectiveness of loanwords in the teaching was at a high level of significance. Hence, the study recommends employing the Arabic loanwords in teaching Arabic to the Hausa learners. It also recommends enhancing educational curriculum to include the Arabic loanwords, as well as training Arabic teachers on Strategies to employ the loanwords when teaching and learning.

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