scholarly journals Teaching English in Multilingual Classrooms of Higher Education: The Present Scenario

1970 ◽  
Vol 15 (1-2) ◽  
pp. 121-133 ◽  
Author(s):  
Prem Prasad Poudel
Keyword(s):  
Higher Education ◽  
English Language ◽  
Content Delivery ◽  
English Language Teaching ◽  
Medium Of Instruction ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Communication Problems ◽  
Teachers And Students ◽  
Multilingual Classroom

This article aims to discuss some of the major challenges emerged recently in the muItilingual classes in higher education of Nepal. For this, I sampled 20 teachers from four campuses of Kathmandu valley. Similarly, 30 students were selected from those campuses. A set of separate questionnaires was distributed for both teachers and students and at the same time the classes of the teachers were observed. I conducted focus group discussions to elicit the real information from the informants. Major findings show that in the classes of higher education, neither the teachers nor the students are satisfied with the use of medium of instruction. There are communication problems, content delivery problems, comprehension related problems because of language gaps. Finally, in this article, some suggestions are made to make English language teaching in the multilingual settings more effective.Key words: Multilingual classroom; Multiculturalism; Medium of instruction; Multilingual educationJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 121-133Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4618

scholarly journals Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching

RELC Journal ◽  
2021 ◽  
pp. 003368822110185
Author(s):  
Peter I De Costa ◽  
Curtis Green-Eneix ◽  
Wenjing (Wendy) Li
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Medium Of Instruction ◽  
Special Issue ◽  
Transnational Higher Education ◽  
Equity And Access

This editorial piece is the introduction of our special issue on English as a medium of instruction (EMI) and transnational higher education (TNHE). In this piece, we argue for a centering of diversity, inclusion, equity and access in EMI-TMHE as part of a larger agenda to create a more socially just field of English language teaching.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Challenges of the Sudden Switch from Mother Tongue Instruction to English as a Medium of Instruction

2021 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Focus Groups ◽  
English Language ◽  
Mother Tongue ◽  
Collaborative Work ◽  
Faculty Members ◽  
English Language Teaching ◽  
Standard English ◽  
Medium Of Instruction ◽  
Classroom Communication ◽  
Mother Tongue Instruction

The present study explored the challenges encountered through the transition from using the mother tongue as a medium of instruction at schools to using English as a medium of instruction at universities. Two focus groups were conducted with Saudi undergraduates and faculty members from different Saudi universities. The focus groups investigated how participants perceive this experience, what difficulties they face and how they cope. Participants expressed their preference for using English as a medium of instruction in higher education to maximise students&rsquo; future and international opportunities. Participant students reported difficulties in lecture comprehension, taking notes while listening and classroom communication. Participant content lecturers reported difficulties related to students&rsquo; reluctance to speak in English, lack of English terminology and insufficient lecture comprehension. Some suggestions that have been offered to overcome these challenges include the following: designing adequate trainings for content lecturers on teaching their content in English; using Arabic-English bilingualism as medium of instruction; giving emphasis to academic literacy and communication skills over the use of standard English models and enhancing the collaborative work between English language teaching practitioners and content lecturers.

scholarly journals Supporting Student Transition into Professional Practice

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Donna Jacqueline Dey ◽  
Angela Lindsay ◽  
Patricia Thomson
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Local Authority ◽  
Early Years ◽  
Initial Teacher Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Transition ◽  
Student Focus ◽  
Student Transitions

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

Exploring the educational needs of adult learners: A study of three universities in Ghana

2018 ◽  
Vol 24 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Magda Fourie-Malherbe ◽  
Liezel Frick
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Mixed Method ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Knowledge And Skills ◽  
Educational Challenges ◽  
Method Approach

Adult learners have unique educational needs that require attention from Higher Education Institutions, facilitators and industry. While several theories and policies have been developed to address the bourgeoning educational challenges confronting adult learners in Higher Education Institutions, not much has been achieved in the wake of growing knowledge and skills demands of employers. Using a mixed method approach, a survey (n = 200) and focus group discussions (n = 27) were conducted among adult learners who were also professionals studying engineering programmes in three diverse universities in Ghana. Additionally, interviews were conducted with representatives from industry and from the three engineering departments in the three universities. The study revealed that while the development of separate programmes for adult learners in Higher Education Institutions is not plausible in meeting the educational needs of adult learners, a different pedagogy could be used in addressing the unique knowledge and skills needs of adult learners. We present the implications of our study in relation to theory, practice and further research.

The need for civic engagement and competency in higher education in Lebanon

2017 ◽  
Vol 4 (4) ◽  
pp. 186-194
Author(s):  
Nadine Joudi ◽  
Ghada Chehimi
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
National Security ◽  
The Political ◽  
Exploratory Research ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
University Curriculum ◽  
Research Outcomes ◽  
Security Levels

Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum.   Keywords: Civic engagement, civic competency, Lebanon.  

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