scholarly journals Classroom Implementation Practices of the Secondary Level English Curriculum: A Case of Nepal

2015 ◽  
Vol 19 (1-2) ◽  
pp. 88-98
Author(s):  
Manita Karki
Keyword(s):  
English Language ◽  
Secondary Level ◽  
Educational Programme ◽  
Language Teachers ◽  
School Level ◽  
Classroom Implementation ◽  
Language Curriculum ◽  
English Curriculum ◽  
Graduate Research ◽  
English Language Teachers

Curriculum is a whole educational programme to fulfil the objectives of national educational system that provides the fundamental frame for the teachers to teach in schools. The school level English language curriculum in Nepal aims at developing a comprehensive communicative competence in learners. This paper attempts to explore the extent to which English language teachers teaching at secondary level in Nepal understand the English curriculum and implement it in their classroom teaching. The paper is based on my graduate research project at Kathmandu University which involved eight English-language teachers from the Kathmandu valley for interview and observation to collect required information. The paper accomplishes the thesis that EFL teachers make sense of knowledge of curriculum at theoretical level; however it has not been utilized, as it should be, in their classroom practices. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12083 Journal of NELTA, Vol 19 No. 1-2, December 2014: 88-98

scholarly journals Classroom Discourse of English Language Teachers at Secondary School Level

2018 ◽  
Vol 9 (1) ◽  
pp. 269
Author(s):  
Soleman Awad Mthkal Alzobidy ◽  
Afzal Khan
Keyword(s):  
Secondary School ◽  
Classroom Discourse ◽  
English Language ◽  
Secondary Level ◽  
Language Teachers ◽  
School Level ◽  
English Teacher ◽  
The Public ◽  
Secondary School Level ◽  
English Language Teachers

This paper compares and analyzes the classroom discourse of English language teachers at secondary level. An English teacher at this level has an enormous responsibility upon his shoulders because he has not only to cover the syllabus in time but also has to develop language skills in his students while preparing the students well for the upcoming board exam. This study makes a comparison of the discourse of two English teachers—one from the private sector and the other from the public sector. The discourse of an English teacher has a direct impact on the performance of his or her students. The present paper provides an initial cursory glance at the result in both sectors.

scholarly journals Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDANTHE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN

2021 ◽  
Vol 5 (1) ◽  
pp. 36-47
Author(s):  
Mohammad Ahmad Bani Amer ◽  
Majid Mohammad Al-Khataybeh
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Language Curriculum ◽  
Reading And Writing ◽  
First Semester ◽  
Secondary Stage ◽  
Efl Teachers ◽  
English Language Teachers

This study aims to investigate whether or not the goals of English language curricula for secondary stage have been achieved from the perspectives of EFL teachers and supervisors in Jordan. The participants were 101 EFL teachers and 8 supervisors in Al_Karak educational directorates of Education during the first semester 2020/2021. The researchers designed a questionnaire consisting of fifty-nine items in four areas: listening, speaking, reading and writing skills, used to collect the data for this study. The findings of this study showed that English language teachers and supervisors were mostly satisfied with the goals of English language curriculum for secondary stage. The means for all the areas according to English language teachers was 3.31 while the means for all the areas according to English language supervisors was 3.27. This implies that English language teachers and supervisors were satisfied with the goals of English language curriculum for secondary stage.

Unpacking the Teachers’ Multimodal Pedagogies in the Primary English Language Classroom in Singapore

RELC Journal ◽  
2021 ◽  
pp. 003368822110117
Author(s):  
Fei Victor Lim ◽  
Phillip A. Towndrow ◽  
Jia Min Tan
Keyword(s):  
Professional Learning ◽  
English Language ◽  
Literacy Practices ◽  
Case Study Research ◽  
Language Teachers ◽  
New Literacy ◽  
Language Curriculum ◽  
Knowledge Representations ◽  
Construction Of Knowledge ◽  
English Language Teachers

The ‘multimodal turn’ has led many education systems around the world to incorporate aspects of multimodality into their language curriculum as a response to the contemporary communication environment and new literacy practices of students. In this article, we present and examine findings from a study of the enactment of multimodal pedagogies by two primary level English language teachers in Singapore. Classroom data were collected, transcribed, and analysed in this case study research. We observed eight lessons by two teachers where viewing and representing skills were taught and interviewed the teachers for their reflections on their experience. The lessons were coded in terms of the classroom practices, the knowledge focus, the types of knowledge representations present (conventional or constructed), as well as the source of the knowledge representation (i.e. whether the knowledge was teacher-constructed, student-constructed or jointly constructed by both). Our findings indicate that there was a good balance between teacher and student construction of knowledge. However, most of the knowledge represented in the lessons was factual and procedural rather than conceptual. This suggests that students had few opportunities to critically explore and challenge the knowledge taught and were not guided sufficiently to interrogate the knowledge represented. Representing skills also received less emphasis than viewing skills in the lessons. We discuss the implications of our observations on teachers’ professional learning and advance the argument on the need to pay more attention to multimodal pedagogies in literacy instruction given the incorporation of multimodality in the curricula.

Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom

2020 ◽  
Vol 8 (3) ◽  
pp. 76-88
Author(s):  
Muhammad Arif Soomro ◽  
Ayyaz Ahmed ◽  
Insaf Ali Siming ◽  
Mukhtiar Ali Rajper ◽  
Sameena Malik
Keyword(s):  
Data Collection ◽  
Private Schools ◽  
Selection Criteria ◽  
English Language ◽  
Main Tool ◽  
Secondary Level ◽  
Language Teachers ◽  
Elementary Level ◽  
Teaching English ◽  
English Language Teachers

Abstract This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.

scholarly journals English Language Teaching Methods and Reforms in English Curriculum in Iraq; an Overview

2017 ◽  
Vol 3 (3) ◽  
pp. 578
Author(s):  
Momen Yaseen M.Amin
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Curriculum ◽  
Complex Process ◽  
History Of ◽  
English Language Teachers ◽  
Language Teaching Methods

Language teaching curriculum and teaching methods is a complex process. This process needs the utility of a number of linguistic, psychological, sociological, pedagogical, and political disciplines. Also, a curriculum-designer has to answer the need of the theory. It also needs cooperative efforts in which experienced English language teachers move together with specialists in the subject-matter. (Corder, 1973:13) This paper aims to shed light on the history of English curriculum in Iraq and on the phases of reform it has witnessed. English language teaching methods (traditional and recent) in this country will be discussed as well.

scholarly journals A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR

2015 ◽  
Vol 2 (1) ◽  
pp. 63
Author(s):  
Asriati
Keyword(s):  
English Language ◽  
Professional Competence ◽  
Language Teachers ◽  
School Level ◽  
Research Subject ◽  
High School Level ◽  
Study Approach ◽  
Pedagogical Competence ◽  
English Language Teachers ◽  
Personal Qualities

An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background

scholarly journals The Effectiveness of using EyeRIS to Improve English Communication Skills of Primary Students

2020 ◽  
Vol V (II) ◽  
pp. 194-205
Author(s):  
Fareeha Javed ◽  
Saher Tariq ◽  
Sana Baig
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Sampling Technique ◽  
Structured Interview ◽  
Language Teachers ◽  
School Level ◽  
Primary Students ◽  
English Language Teachers

The arrival of technology has opened doors to different opportunities. A number of institutions have integrated technology effectively in their learning environments to improve teamwork as well as to reform education as a whole. The aim of this study was to explore the effectiveness of EyeRIS to improve English Communication skills at the Primary School level at one of the elite private schools in Lahore, Pakistan. The study employed a qualitative structured interview for data collection. A purposive sampling technique was used to select the sample. The sample comprised five primary English language teachers. The findings of the study revealed that EyeRIS has a significant impact on improving the Communicative Skills of primary students. It helps to improve the receptive as well as productive skills of the primary level English language learners. Moreover, it is a powerful engagement and motivational tool in educational institutions. Overall, EyeRIS holds the potential for improving students' English language learning, academic performance as well as classroom behaviour.

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges

2020 ◽  
Vol 12 (5) ◽  
Author(s):  
Nafis Mahmud Khan ◽  
◽  
Khushboo Kuddus ◽  
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
Language Teachers ◽  
English Language Teaching ◽  
Significant Information ◽  
Secondary English ◽  
Teachers Perceptions ◽  
English Language Teachers

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

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