scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

Debates in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 33-50
Author(s):  
Soraya García-Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Collaborative Work ◽  
Language Education ◽  
Multimodal Communication ◽  
Education Students ◽  
English Language Education ◽  
Communicative Skills ◽  
Face To Face ◽  
21St Century Learners

Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.

scholarly journals New Challenges Imposed by the Pandemic on a Ukrainian University

2021 ◽  
pp. 136-146
Author(s):  
Olga Matvienko ◽  
Svitlana Kuzmina ◽  
Tamara Yamchynska ◽  
Yevhenyi Kuzmin ◽  
Tamara Glazunova
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Distance Learning ◽  
English Language ◽  
Language Education ◽  
Positive Outcomes ◽  
English Language Education ◽  
Face To Face ◽  
Student Opinions ◽  
New Challenges

The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

Practicing or Preaching? Teacher Educators and Student Teachers Appropriating New Literacies

2010 ◽  
pp. 147-166 ◽  
Author(s):  
Margaret Lo ◽  
Matthew Clarke
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
New Literacies ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Education ◽  
Institutional Structures ◽  
Bachelor Of Education

This chapter examines the implementation of a new 12-hour course on ‘New Literacies’ during the final year of a Bachelor of Education in English language education in Hong Kong. Specifically, it examines the authors’ attempts to create a community of practice around New Literacies teaching and learning. As part of this endeavour, the authors sought to embody – and to encourage their student teachers to appropriate as part of their evolving teaching selves – the ‘insider mindset’ (Lankshear & Knobel, 2006) of new literacies practices, as the authors planned and implemented the course. They hoped that experientially connecting theory and practice of New Literacies would provide affordances for teacher educators, and for student teachers, to capitalise on the powerful potential of digital technologies in order to rethink how curriculum might be implemented in ways that are more multimodal, participative, and collaborative. As the authors discuss below, their attempt encountered unanticipated challenges, reflecting the power of existing institutional structures and unarticulated assumptions. The final part of the chapter examines lessons from the authors experience that may have resonance in other contexts and explores how they might approach the challenges they encountered differently in the future.

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aina Hartini Mohamad Khair ◽  
◽  
Parilah Mohd Mohd Shah ◽  
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
English Language Education ◽  
Policy Makers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Survey Questionnaires

This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.

Innovation and Change in English Language Teaching: Theory and Practice

English Today ◽  
2015 ◽  
Vol 31 (3) ◽  
pp. 59-60
Author(s):  
Chen Ou
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Theoretical Frameworks ◽  
English Language Education ◽  
The Impact ◽  
Innovation And Change

The book is an edited collection of 18 chapters written by a total of 21 authors from around the world. Chapter 1, which serves as an introduction, outlines the book's structure and scope. The editors, Ken Hyland and Lillian L. C. Wong, define the book's purpose as ‘to offer readers a range of different ways of thinking about innovation in English language education, and different methods of investigating the impact of innovation’ (p. 2). The remaining 17 chapters, which are divided into four sections, discuss a range of topics including theoretical frameworks for education, teacher training, curriculum development, and teaching practice.

Developing an educational linguistics for English language teaching

1994 ◽  
Vol 1 (1) ◽  
pp. 95-127 ◽  
Author(s):  
Frances Christie
Keyword(s):  
English Language ◽  
Language Education ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Language And Literacy ◽  
English Language Education ◽  
Educational Linguistics ◽  
Systemic Functional Linguistic ◽  
Social Theories

The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing an educational linguistics, the better to inform curriculum planning and pedagogical practices in schools. In particular the paper argues the importance of the contributions of systemic functional linguistic perspectives to the development of a model of language and literacy of a kind which can usefully underpin curriculum planning and learning theory. Such a model, while drawing extensively upon other related contemporary social theories, will nonetheless place a functional grammar firmly at the heart of its concerns.

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