scholarly journals TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Novi Restuningrum
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Body Posture ◽  
Language Teachers ◽  
Early Years ◽  
Teaching English ◽  
Final Point ◽  
Young Learners ◽  
Positioning Strategy ◽  
Teachers Perspectives

Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).

TEACHERS’ PERSPECTIVES TOWARD SUCCESSFULNESS OF ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS

2018 ◽  
Vol 12 (2) ◽  
pp. 96
Author(s):  
Siti Nurazizah ◽  
Maulidia Rachmawati Nur
Keyword(s):  
Elementary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Primary Level ◽  
Young Learners ◽  
Exploratory Case Study ◽  
Teachers Perspectives

<p>In response to the need of qualified teaching English in primary level, successful English teaching has become a crucial and challenging issue. This exploratory case study examines the perspectives of teachers regarding successful English language teaching for young learners. Data of this study was collected from multiple interviews with seven English teachers teaching in five Islamic Integrated Elementary Schools in Bogor that offer English as an additional language (EAL). The findings reveal that the participants of this study had relatively the same understanding or perspectives on teaching English for young learners on eight criteria among the nine criteria of successful English language teaching to young learners. It was also found that five criteria had 100% agreement and were in line with the theories of successful teaching English to young learners. There was one criterion that had 57% inlined result. There were three inlined criteria which were relatively the same amount with 86%. Therefore, the other criterion was not in accordance with the seven respondents with 0% agreement.</p>

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers&#39; habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers&#39; beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors&#39; beliefs with Global English (GE). The research question &#39;what are the Kuwaiti instructors&#39; beliefs about ELT and their awareness of Global English?&#39; formalizes these aims. To accomplish the research: To discover teachers&#39; beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers&#39; beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers&#39; beliefs, the study&#39;s findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers&#39; beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers&#39; diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher&#39;s cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library

2019 ◽  
Vol 56 (5) ◽  
pp. 1681-1717 ◽  
Author(s):  
Ling Zhai
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
World Language ◽  
Content Areas ◽  
Video Library ◽  
Teaching Video

In response to the American Council on the Teaching of Foreign Languages’ initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some identified HLTPs and proposed one new practice—building connections to other content areas to promote students’ communicative competence. The proposed HLTP was broken down into component micro-practices and instructional moves illustrating the ways in which practices were enacted in particular classroom contexts. This line of research is important because only through making visible and breaking down instructional moves can novice teachers quickly grasp practices and truly learn to enact the teaching practice for themselves.

scholarly journals Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020 ◽  
Vol 13 (2) ◽  
pp. 351-370
Author(s):  
Annisa Astrid ◽  
Amalia Hasanah ◽  
Syafryadin Syafryadin
Keyword(s):  
Classroom Management ◽  
Qualitative Data ◽  
Learning Activities ◽  
Capital City ◽  
Management Skills ◽  
Teaching English ◽  
Language Performance ◽  
Questionnaire Item ◽  
Young Learners ◽  
Teachers Perspectives

The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.

scholarly journals Corpora: From theoretical linguistics to language teaching

2021 ◽  
Vol 2 ◽  
pp. 19
Author(s):  
Ikmi Nur Oktavianti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Materials Development ◽  
Research And Teaching ◽  
English Usage ◽  
Language Data

Corpus has gained its popularity in linguistics over the past five decades, from the computerized storage of English language in Survey of English Usage in 1959 to the ongoing development of Corpus of Contemporary American English. Because of the huge size of actual language data compiled in corpora, many linguists and language teachers working with English language have benefited from them in linguistic research and teaching practice. Up to now, there are innumerable English online corpora recording data from various genres, modes, and regions as well as corpus tools to analyze self-compiled corpus. The massive development of corpora, however, has not been widely discussed among English language researchers and practitioners in Indonesia, let alone in English language teaching. Although linguistics and language teaching are two inseparable and firmly related fields, corpus as a concept and product of linguistics seems ignored or even avoided. This paper then aims to review the nature of corpus and how it is used to assist linguistic analysis. More importantly, this paper discusses another possible application of corpus, e.g., the use of corpus in teaching language. Considering the nature and the benefits of using corpora, it is then important to promote the use of corpus to enhance English language teaching and learning, either directly in the classrooms or indirectly in materials development.

scholarly journals INNOVATIVE PRINCIPLES OF FACILITATIVE TEACHING IN USING CONTEMPORARY APPROACHES FOR TEACHING ENGLISH YOUNG LEARNERS

2021 ◽  
Vol 1 (13) ◽  
pp. 81-94
Author(s):  
Ернест Івашкевич ◽  
Наталія Антюхова
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Psychological Factors ◽  
Teaching Practice ◽  
Teaching English ◽  
Internal Factors ◽  
Appropriate Behavior ◽  
Young Learners ◽  
Good Point ◽  
Supportive Learning Environment

We emphasized that there were many factors (both internal and external) that should be taken into consideration while we were engaged in the teaching process. Under “the internal factors” we mean factors which are inside the classroom. They are: Effective instructions. In this way we mean teaching practice due to the attention to individuals of pupils leading well-planned instructions, which tend to enhance a great order and effective process of studying. Setting and implementing rules. In this case the goal is to achieve maximum result of learning within minimum of time. Feedback according to appropriate behavior. It is a good point to remember that praise of behavior would be more effective if it was linked with well-planned and well-done performance. Emphasizing on classroom environment. Well-managed classrooms will increase pupils’ desire to study in such supportive learning environment. The best teacher’s Approach. The best way to teach pupils is to develop their activity that lets them to create the rules, instead of telling the schoolchildren what the rules are. Disabilities. If one pupil has a disability to study this subject, the teacher may need to spend more one-on-one time with this pupil or allow the development of technician to provide the activities with him/her.             It was shown that external factors were these ones that were outside the classroom. In this way they affect classroom management, such as: planning, developing teacher’s personality, organizing parent-teacher meetings and emphasizing on psychological factors.

scholarly journals Teaching languages in multicultural surroundings: New tendencies

2021 ◽  
Vol 25 (2) ◽  
pp. 546-568
Author(s):  
Maria Yelenevskaya ◽  
Ekaterina Protassova
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Language Awareness ◽  
Teaching English ◽  
Language Varieties ◽  
World Languages ◽  
Diverse Student Populations ◽  
Regional Language ◽  
Diverse Student ◽  
Critical Language Awareness

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

scholarly journals Mastering Teaching English For Young Learners

2017 ◽  
Vol 5 (01) ◽  
pp. 1-11
Author(s):  
Maskhurin Fajarina
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Older Learners ◽  
Suitable Material ◽  
Young Learners ◽  
Teaching Language

Teaching language to old learners is different from teaching language to young learners. Young learners have certain characteristics which are different from old learners so those influence their acquiring a foreign language. Teaching foreign language is easy if we understand the rules well. The rules are understanding characteristics of our students, mastering some suitable methods, and choosing suitable material. Young learners have certain characteristic distinguishing to the older learners. Related to the certain characteristics, the teacher must understand to differentiate the method they use in teaching English as a foreign language to the young learners. To empower the teaching, the teacher must master the material well

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