scholarly journals Linguistic intelligence enhancement at basic level learners in Nepal

2020 ◽  
Vol 1 ◽  
pp. 94-103
Author(s):  
Sakun Kumar Joshi
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Community Schools ◽  
Language Teachers ◽  
Research Participants ◽  
Qualitative Research Design ◽  
English Language Teachers ◽  
Basic Level ◽  
Structured Questionnaire

This paper explores English language teachers' strategies to enhance linguistic intelligence of students studying at basic level in community schools in Nepal employing a qualitative research design. It aims to describe different techniques employed by English language teachers to develop students' linguistic intelligence. The research participants were English language teachers teaching in community schools in Kathmandu and interviewed by using a semi-structured questionnaire to gather data to fulfil its purpose. The findings reveal that awakening students is an essential tool for enhancing linguistic intelligence along with meaningful exposure and atomistic learning provide opportunities for enhancement of linguistic intelligence at basic level.

scholarly journals Lecturers' Attitudes towards English Varieties Exposure in Indonesia

2019 ◽  
Vol 10 (2) ◽  
pp. 163-173
Author(s):  
Alfan Hariri ◽  
Ahmad Munir ◽  
Syafiul Anam
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State University ◽  
Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

scholarly journals Comparison between the Characteristics of Inflectional Systems in Arabic and English Languages

2017 ◽  
Vol 7 (1) ◽  
pp. 94
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Qualitative Research Design ◽  
Pedagogical Orientation ◽  
Arabic And English

The study has contributed to compare the characteristics of the inflectional system of nouns in Arabic and English Language for pedagogical orientation. The main objective was to develop an overview of the two languages system for evaluating the pedagogical significance in Arabic and English. A qualitative research design has been implemented to introduce the nature of two languages and the anticipated difficulties that have been encountered by the learners of the Arabic and English languages. The classification of the nouns and the inflectional system of the two languages have been contrasted through the analysis. It has been observed that the Arab learners of English delete some letters while writing but have proper pronunciation because they have the habit of pronouncing two elements represented in one grapheme.

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 Teachers’ Beliefs on Students’ Home Language as a Resource in EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 116-126
Author(s):  
Uma Nath Sharma
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Practical Experience ◽  
Community Schools ◽  
Language Teachers ◽  
Home Language ◽  
Theoretical Understanding ◽  
Teachers Beliefs ◽  
English Language Teachers ◽  
Teaching Learning

This is the age of multilingual turn. It advocates the inclusion of indigenous languages that the children bring to school from home as resource. At present, use of students’ home language as a resource in teaching and learning of a new language has become a vexing issue. The teachers’ beliefs on any issue determine the types of teaching learning activities that they use in the classroom. In this context, this paper aims at exploring the Nepalese English language teachers’ beliefs regarding the use of students’ home language in English as a foreign language (EFL) classroom, and why or how they form their respective beliefs. For this, I collected data from five ‘Grade ten’ English language teachers of different community schools in Kathmandu, taking in-depth interview with them. The data were analyzed qualitatively creating themes. The analysis shows that the English language teachers regard home language as a resource in EFL classroom, and they do so on the basis of their own theoretical understanding and practical experience in teaching.

scholarly journals Teaching English in Multilingual Contexts: Teachers' Perspectives

2020 ◽  
Vol 3 ◽  
pp. 33-46
Author(s):  
Pitambar Paudel
Keyword(s):  
English Language ◽  
Classroom Behavior ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Reading Materials ◽  
English Language Teachers ◽  
Teachers Perspectives ◽  
Basic Level

 The national and international migration has made multilingualism a common phenomenon; Nepal is no exception. Nepal is regarded as a multilingual country where more than 129 languages are spoken. Despite multilingualism, English language has been taught from basic to advance levels of education as a core or optional subject. In this context, this article has investigated challenges faced by English teachers in teaching English in multilingual classes of Nepal. The article has also attempted to explore the strategies employed by teachers to deal with the challenges that they faced. To achieve these objectives, explanatory sequential mixed research design was used. Eighty basic level English language teachers from forty different (2 from each) schools of Kaski district were selected purposively. The data was collected through survey questionnaires, interview and classroom observation. The research showed that linguistic diversity, students classroom behavior and demotivation towards English, uncontextual and lengthy syllabus, lack of teachers' involvement in curriculum designing process and refresher courses programmes were the major challenges that the teachers have faced while teaching English. The research also indicated that the use of translation, use of increasing reading materials, managing rewards to the students, and repetition of the text were the major strategies that teachers employed to cope with the challenges in multilingual contexts. This implies that the policy makers, curriculum designers, and administrators should train the teachers to address these issues that are related to teaching English in a multilingual context like in Nepal.

scholarly journals Scaffolding Reading Comprehension Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 97 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Study Results ◽  
Comprehension Skills ◽  
English Language Teachers ◽  
Scaffolding Strategies ◽  
Reading Comprehension Skills

The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

scholarly journals English language teachers’ professional development: a survey study of needs and expectations

2021 ◽  
Vol 25 ◽  
pp. 113-127
Author(s):  
Anna Mędrzecka
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teachers ◽  
Survey Study ◽  
Professional Career ◽  
Didactic Literature ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
Structured Questionnaire

Professional development should be an inseparable part of a teacher’s professional career. Although it is the teacher’s sole responsibility, the action he/she undertakes greatly influences learners’ success. The goal of the paper is to investigate in-service English language teachers’ professional development practices, as well as delve into their needs and expectations in this area. The data were collected through a semi-structured questionnaire. The results show that teachers are aware of the lifelong nature of professional development and undertake various activities to improve the quality of teaching, such as workshops or reading didactic literature. However, their attitudes, practices and needs differ and are contingent on their education level, experience and workplace.

scholarly journals AN ANALYSIS ON CODE MIXING USED BY YOUTH IN KINIAR

2021 ◽  
Vol 8 (2) ◽  
pp. 160-175
Author(s):  
Yulita R. Mawuntu ◽  
Deane Wowor ◽  
Tirza Kumayas
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Participant Observation ◽  
Social Contexts ◽  
Qualitative Research Design ◽  
Code Mixing ◽  
The People ◽  
The Social

This research was conducted to identify the forms of code mixing and to describe the social contexts where the youth it was conducted in Kiniar, one of the villages in Tondano used code mixing in their daily communication. Qualitative research design was used in this research. The data were collected in the form of words and phrases, not numbers. The data was taken based on participant observation and the data were collected by taking note. This research used the theory of Siregar. The data were collected and analyzed used the theory of Bogdan and Biklen. The results of this research showed that there are 4 codes used by youth in GMIM Tiberias Kiniar Church: Indonesia language, English language, Manado-Malay language and Toulour language. But Manado-Malay is dominantly used. The data were categorized into the types of code mixing: Intra-sentential mixing and Extra-sentential mixing.  In relation to the result of the study, the researcher suggested that code mixing is not a barrier in communicating or saying something to people, but it may be considered as a useful strategy in communicating to people in formal or non-formal forum, cases, or situation, if the aim is to make clearer the meaning or the message of the speaker to the people or the audiences.

scholarly journals CONVERSATIONAL STYLE OF MALE AND FEMALE TEACHERS IN SENIOR HIGH SCHOOL

2019 ◽  
Vol 15 (3) ◽  
Author(s):  
Ema Zakia ◽  
Amrin Saragih ◽  
Busmin Gurning
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Research Design ◽  
Senior High School ◽  
Language Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Qualitative Research Design ◽  
Conversational Style

This research dealt with conversational style of male and female teachers in senior high school. The objectives of this study were: to investigate features of conversational style used by male and female teachers in senior high school; and to elaborate the conversational style. It was conducted using qualitative research design. The data were obtained from 4 male and 4 female teachers. 20 conversations were recorded. The instruments of collecting data were observation, recording, and interviewing adopted by Miles, Huberman, and Saldana (2014). The data were classified to the criteria of conversational style determined by Swann (2000).The findings showed there were five features of conversational style used by male and female teachers. All features of conversational style were found in realization of male and female teachers.Keywords: Conversational style, Gender and Language, Teachers‟ language.

scholarly journals Retention of English language tension in multilingual communities of Nepal: A review of teachers’ narratives

2018 ◽  
Vol 23 (1-2) ◽  
pp. 40-53
Author(s):  
Karna Rana
Keyword(s):  
English Language ◽  
Community Schools ◽  
Language Teachers ◽  
English Language Teaching ◽  
Medium Of Instruction ◽  
Government Schools ◽  
Teachers Perceptions ◽  
The Past ◽  
English Language Teachers ◽  
Teaching Pedagogies

This article discusses the voices of teachers about shifting from Nepali to English medium in community schools in Nepal and suggests ways to solve some of the problems of the English language in schools of multilingual communities. The article is based on previously published teachers’ narratives in several issues of ELT Choutari web magazine in the past ten years. The teachers’ narratives, which are discussed in this article, focused on English language teaching pedagogies in Nepali government schools. The article analyses the problems, which several teachers raised in their narrative articles, and offers some suggestions to overcome them. The article begins with a discussion about the multilingual context of Nepal, language policy and the English language in schools. Moreover, the article discusses community schools’ interest in the English language, teachers’ perceptions of English as a medium of instruction and schools’ expectations of improving educational quality.

Sign in / Sign up

Export Citation Format

Share Document