scholarly journals Translanguaging in Higher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 170-178
Author(s):  
Tanka Silwal
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
Vital Role ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Qualitative Research Design ◽  
English Language Teachers

Teachers’ pedagogical practices have vital role to cater the students’ achievement in education in general and in language (here English) education in particular. This study aims to explore English language teachers’ pedagogical practices with special reference to translanguaging. I employed qualitative research design for the study. The participants of the study were four community college teachers and six students of Dhading district. For the collection of the data, I observed four classes of each teacher; interviewed with the same teachers; and organized focus group discussion with the students. The findings were discussed under eight headings thematically. The conclusion of findings indicates that translanguaging can be a useful pedagogy even in the higher education. Hence, it has been recommended that the English language practitioners can conduct large scale studies on the relevance of translanguagins in higher education.

scholarly journals A Comparative Study of Flipped-Learning and E-Learning in ELT Teacher Education

2019 ◽  
Vol IV (II) ◽  
pp. 430-437
Author(s):  
Ejaz Mirza ◽  
Muhammad Haseeb Nasir
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
English Language ◽  
Group Discussion ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
Flipped Learning ◽  
E Learning ◽  
English Language Teachers

Advancement in technology has brought a positive change in pedagogical practices. The development started with the integration of technology as a tool for teaching and has reached e-learning and Flipped-learning. In this study, the features of e-learning and Flippedlearning are compared from the perspective of technology and pedagogy in practice. To collect the data, English language teachers of public sector colleges and universities, who had attended online courses and blended courses, were selected for focus group discussion through purely judgmental sampling. The questions for focus group discussion were based on the Stephen Bax's (2003) criteria to compare different phases of CALL. The research highlights that flipped-learning gives more support and freedom to the learner to work at his own pace, whereas e-learning gives more opportunities for independent learning. There is no face-toface interaction in e-learning, whereas, in flipped-learning, the learners get a chance to interact in real-time. The participants of e-learning courses were urged to incorporate some sort of realtime interaction, whether online or face-to-face.

scholarly journals Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia

2019 ◽  
Vol 9 (3) ◽  
pp. 445-455
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Janice Orrell ◽  
Mujiburrahman Mujiburrahman
Keyword(s):  
Labour Market ◽  
English Language ◽  
English Education ◽  
Education Institution ◽  
Language Teachers ◽  
Group Discussions ◽  
Generic Skills ◽  
Content Type ◽  
Information And Communication ◽  
English Language Teachers

PurposeThe purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market.Design/methodology/approachThis qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis.FindingsThe findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills.Originality/valueThe paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.

scholarly journals Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan

2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Resource Sharing ◽  
English Language ◽  
Language Teachers ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Inclusive Learning ◽  
English Language Teachers

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

scholarly journals Investigating Iranian English Language Teachers’ Practices and Perceptions of Vocabulary Teaching

2018 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Sara Mirzaie ◽  
Fatemeh Hemmati ◽  
Mohammad Aghajanzadeh Kiasi
Keyword(s):  
English Language ◽  
Data Gathering ◽  
Language Teachers ◽  
Private Language ◽  
Qualitative Research Design ◽  
Stimulated Recall ◽  
English Language Teachers ◽  
Language Schools ◽  
Traditional Approaches ◽  
Stimulated Recall Interviews

This study aimed at exploring English language teachers’ practices and perceptions of vocabulary teaching in Iranian private language schools. Using a qualitative research design, four competent language teachers were purposefully selected and their perceptions of vocabulary teaching were investigated from several dimensions. Three qualitative data gathering techniques including interviews, classroom observation, and stimulated recall interviews were utilized to have a thorough understanding of the participants’ practices and perceptions about vocabulary instruction. Findings revealed that although EFL teachers possessed sufficient knowledge and perspectives with respect to vocabulary teaching strategies, such stated declarative knowledge did not serve the full purposes of vocabulary teaching. Participants typically utilized decontextualized strategies more extensively than contextualized ones in their actual practices indicating that their tendencies are somehow towards traditional approaches in teaching vocabulary. In other words, teachers’ instructional practices did not capture all their stated beliefs. Furthermore, it was found that the implemented policies in English language schools which are greatly towards time economization might be a liable reason cheering teachers to deviate from their real beliefs. Finally, contributing to developmental aspects of language teaching, findings of this particular study possess several implications both for teacher education institutions and stakeholders in private language schools in Iran and other similar contexts.

scholarly journals Criteria of Ideal English Language Teachers as Perceived by Secondary and Tertiary Indonesian Students

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nur Salam ◽  
◽  
Aulia Nourma Putri ◽  
Tundung Subali Patima ◽  
Azmi Abdul Latiff ◽  
...  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Education ◽  
Classroom Interaction ◽  
English Teachers ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Research Technology ◽  
English Language Teachers ◽  
The Republic

This study presents English teachers' professional, personality, social, leadership, and classroom interaction attributes which senior high school and university students expect from their English teachers. By knowing those attributes, English teachers are expected to be able to help their students attain better English language proficiency. For the investigation, five sets of questions were distributed in order to find out the respondents’ favourite English teachers attributes. The respondents consisted of senior students of three high schools and undergraduates of three universities who had high, mediocre and low English language proficiency. The results show that the students' levels of education and English language proficiency influence the students' perceptions on their English teachers' attributes. This study suggests that English teachers recognize the attributes that their students highly expect from them. It is suggested that English teacher training institutions should conduct more professional English language and language teaching trainings that help teachers to develop the attributes. It is also suggested that the Ministry of Research, Technology and Higher Education of the Republic of Indonesia to monitor and evaluate universities and institutions which establish English Education Departments.

scholarly journals Students’ perspectives on technology integration in ELT

2019 ◽  
Vol 24 (1-2) ◽  
pp. 95-106
Author(s):  
Renu Singh
Keyword(s):  
Technology Integration ◽  
Secondary Schools ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Qualitative Research Design ◽  
Ict Infrastructure

Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.

Facilitating ELT through Moodle and Google Classroom

2019 ◽  
Vol 118 (10) ◽  
pp. 506-518
Author(s):  
Binoy Barman ◽  
J. Karthikeyan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Technological Tools ◽  
Teachers And Students ◽  
Virtual Interaction ◽  
English Language Teachers ◽  
Teaching Learning

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

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