scholarly journals Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies

2018 ◽  
Vol 5 ◽  
pp. 28-40
Author(s):  
Jnanu Raj Paudel
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Language Teachers ◽  
Strong Belief ◽  
Multilingual Education ◽  
Depth Interview ◽  
English Language Teachers ◽  
Language Promotion

 Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

scholarly journals Should teachers use L1 in EFL classroom?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 25-39
Author(s):  
Shahnaz Mahmud
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Teaching English ◽  
University Teachers ◽  
Teachers And Students ◽  
English Language Teachers ◽  
English Classroom ◽  
Method Approach ◽  
Rule Out

English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

scholarly journals Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan

2017 ◽  
Vol 7 (5) ◽  
pp. 19
Author(s):  
Afzal Khan ◽  
Wasima Shehzad ◽  
Inayat Ullah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Sound Production ◽  
Mother Tongue ◽  
Great Difficulty ◽  
Language Teachers ◽  
Standard English ◽  
Khyber Pakhtunkhwa ◽  
English Language Teachers ◽  
Learning English

This paper aims to examine the articulation of English consonants, vowels and diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan, and explores the problems they face in their English articulation due to the influence of mother tongue. A detailed experiment has been carried out to analyze the articulatory properties of /θ/ /ð/ /ɪ: /, /ɪ/ and /еɪ: / sounds spoken by Pashto speakers in Pakistan. The research reveals that Pashtun speakers of English language have a distinct pronunciation pattern of /θ/ and /ð/ sounds. This research provides a scientific justification to establish Pashto English as an independent deviant variety of RP Standard English Language. Based on the findings of the data collected from the recordings of 50 participants, it was concluded that thickness is low and frequencies of formants are considerably low as compared to RP sounds. In this regard, consonant phonemes of /θ/ and /ð/ sounds articulated by Pashto speakers are dissimilar to their Standard English (RP). They are produced as “Dental Plosives” instead of “Dental Fricatives”. The participants face great difficulty in pronouncing these English dental fricatives /ð/, /ɵ/ sounds, and they also face insurmountable problems in the regular plural forms. In relation to vowels and diphthongs in English language, major problems largely appeared in misunderstanding between /ɪ:/, /ɪ/ and /еɪ:/ sound production. The results of this study shall provide assistance to English language teachers and learners in teaching and learning English Language, especially in teaching and learning English pronunciation. It has been ascertained that special consideration should be given to these problematic consonants, vowels and diphthongs in order to avoid misunderstandings/confusion on the part of the listener. 

scholarly journals Negotiating the Local and Global in Nepalese EAP: Inherent Ideological Tensions and Possible Pathways

2015 ◽  
Vol 19 (1-2) ◽  
pp. 77-87
Author(s):  
Madhav Kafle
Keyword(s):  
Social Networking Sites ◽  
Online Survey ◽  
English Language ◽  
Language Ideologies ◽  
Language Teachers ◽  
Standard English ◽  
Top Down ◽  
Policy And Practice ◽  
English Language Teachers ◽  
Ideological Tensions

This article explores ideological tensions and possible directions to solutions in Nepalese EAP pedagogy in the context of increasingly interdependent world. Seventeen EAP professionals responded to a qualitative online survey disseminated through the Nepal English Language Teachers’ Association listserv, personal emails and other social networking sites. Data was analyzed from the perspective of language ideologies. The main ideological tensions as indicated by the teachers are grouped under three interrelated headings: top-down imposition, buying into Standard English as a panacea for all problems, and disconnect between policy and practice. Based on these findings, the article argues that whereas the top-down imposition is connected with the ideology of development, buying into Standard English with ideologies of linguistic fixity and purism, and the disconnect between policy and practice with the ideology of nationalism and language ownership. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12082 Journal of NELTA, Vol 19 No. 1-2, December 2014: 77-87

scholarly journals Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students

2020 ◽  
Vol 10 (1) ◽  
pp. 118-131
Author(s):  
Krich Rajprasit
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Language Teachers ◽  
Intercultural Awareness ◽  
Cultural Aspects ◽  
Depth Interview ◽  
Asynchronous Online Discussion ◽  
Thai Students ◽  
English Language Teachers ◽  
Different Cultures

In the globalized era, the interaction between people from different cultures increases dramatically. This affects the way the English language is used, and how the language is taught at all levels of education. Regarding this, English language teachers are recommended to reconsider their current classroom practices in light of the above issue. One basic recommendation is to incorporate other cultural aspects besides just the American and British models commonly used today. However, research on developing learners’ critical ‘intercultural awareness’ (ICA) is rare in the literature, particularly regarding the use of asynchronous online discussion (AOD) at the Thai tertiary level. This study aimed to investigate the AOD use to develop critical ICA and to examine the effects of such AOD use on the learning of Thai students. Twelve ICA-enhanced AOD tasks were developed as instructional instruments. From these, research instruments were developed, including a pretest, a posttest, a self-reported questionnaire, and an in-depth interview. Two groups of Thai students with different English proficiency levels were selected to join the experiment, classified as a high proficiency (HP) group and a low proficiency (LP) group. After AOD implementation, their performances were assessed. Findings revealed improvements in the performances of both groups, with the mean posttest scores being higher in both groups, with the HP group demonstrating better performance. In addition to posttest scores, the participants provided positive perceptions of the AOD tasks, with no significant differences in the perceptions between groups. The interview responses revealed the students’ perceptions that the AOD tasks were challenging, but provided them with an opportunity to think critically about the culturally related questions. This study highlights the benefits of developing critical ICA in an ELT classroom with the AOD use, especially HP students, even though it may not work very well with LP students.

scholarly journals Innovations in Multilingual Classroom: Exploring Teachers' Experiences

2019 ◽  
Vol 2 ◽  
pp. 29-42
Author(s):  
Guru Prasad Poudel
Keyword(s):  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Multilingual Education ◽  
Teachers Experiences ◽  
English Language Teachers ◽  
Multilingual Classroom ◽  
Multiple Languages ◽  
Multilingual Approach

 This article explores the English language teachers' innovative practices on multilingual education and their experiences on using multilingual strategies in the classroom. In order to find out the teachers' innovative practices in multilingual education and their strategies for multilingual instruction, a semi structured interview and small group discussion was taken. The results of the study concluded that English language teachers involved their students in the use of multiple languages that they know for developing content knowledge. The teachers believed that multilingual approach supports the students to be linguistically and culturally resourceful. As a part of the experiences of the use of multilingual strategies, the study identified that the teachers linked up vocabulary meaning in different language; used translation as a technique to clarify the concept; provided exposure in multiple languages, facilitated the learners to be bilingual through language transfer; encouraged students to contribute something in their own language; allowed questions in students' own languages; and used as many languages as possible as the resource pool to impart information to the students.

scholarly journals English Teachers’ Perceptions And Practices of Integrating ICT in ELT

2020 ◽  
Vol 3 (1) ◽  
pp. 87-102
Author(s):  
Bhim Lal Bhandari
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
Information And Communications Technology ◽  
Ict Skills ◽  
Teachers Perceptions ◽  
Depth Interview ◽  
Key Skills ◽  
Ict Tools ◽  
English Language Teachers

This study explores the English language teachers’ perceptions and practices of information and communications technology (ICT) in ELT incorporating key skills. Furthermore, it investigates the benefits and challenges of integrating ICT. The study was carried out within the theoretical framework of constructivism theory. The study adopted the interpretive research paradigm to bring lived experiences of the participants. To achieve the purpose of the study, four teachers were purposively selected as the participants. In-depth interview was used as major technique for collecting information. The study reveals that the English language teachers have good and positive perception of integrating ICT skills as they involve students in cognitive engagement through ICT tools and devices. The study contributes to enhance students’ creativity and better language proficiency in English. Moreover, lack of sufficient ICT knowledge and skills of teachers, limited resources and infrastructure in schools, lack of ICT trainings have been realized as challenges for effective integration of ICT in English.

scholarly journals Investigating Teachers' Views on writing Errors Made by Saudi University Students

2021 ◽  
Vol 4 (11) ◽  
pp. 113-118
Author(s):  
Mohammed Adam Abdul Rahman
Keyword(s):  
University Students ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
Validity And Reliability ◽  
King Saud University ◽  
Written Text ◽  
Grammatical Errors ◽  
English Language Teachers ◽  
Writing Errors

This study aimed to investigate the most frequent errors made by Saudi university students in writing. The study adopted the descriptive-analytic research method. The data of the study was collected from a questionnaire distributed to a sample of 100 English language teachers at Jazan University, King Saud University, and King Khalid University. The above-mentioned tool satisfied the criteria of validity and reliability. The findings revealed the low abilities of the students in understanding and using syntactical rules properly which was reflected in the enormous number of grammatical errors made by the respondents in the test. Wrong tense errors, prepositions, articles errors were found to be the most frequent ones. The findings also revealed that negative transfer from the mother tongue language is one of the major causes of most of the syntactical errors made by the students in the written text. In light of the study findings, several recommendations were suggested by the researcher that could lead to reducing errors made by students in writing and improve students’ writing abilities.

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