scholarly journals Supplementary Resources Materials in English Language Classrooms: Development and Implementation

2018 ◽  
Vol 32 (1) ◽  
pp. 251-260
Author(s):  
Tek Mani Karki
Keyword(s):  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Teacher Needs ◽  
Language Classrooms ◽  
Major Factors ◽  
Teaching Learning ◽  
English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

scholarly journals Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

2020 ◽  
Vol 5 (3) ◽  
pp. 135-154
Author(s):  
Naushin Nazifa Islam
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Subsequent Development ◽  
Communicative Language Teaching ◽  
Cultural Dimensions ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Language Classrooms ◽  
English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.    

General English Textbook Evaluation: A Closer Look at “Four Corners”

2016 ◽  
Vol 6 (12) ◽  
pp. 2325
Author(s):  
Nastaran Chegeni ◽  
Behrooz Kamali ◽  
Atousa Noroozi ◽  
Nasrin Chegeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Materials ◽  
Teaching Materials ◽  
Textbook Evaluation ◽  
Four Corners ◽  
Language Classrooms ◽  
Materials Used

There is no doubt choosing specific language teaching materials can influence the quality of teaching and learning procedures. The textbooks can often play an essential role in students’ success or failure as a part of the materials used in the language classrooms. Consequently, special care should be taken in evaluating educational materials based on dependable and valid instruments. Some of the usual instruments to evaluate the English Language Teaching materials are the checklists. An evaluation checklist is an instrument that allows the evaluator with a number of features of successful teaching and learning materials. Regarding this, the present study is an attempt to evaluate the recent general English textbook by Richards and Bohlke (2012) titled “Four Corners” using Daoud and Celce-Murcia’s (1979) evaluation checklist. The finding of the study supports the strengths of the aforementioned textbook putting it in one of the reliable available textbooks.

scholarly journals PENGEMBANGAN BAHAN AJAR INOVATIF BAHASA INGGRIS PROGRAM LINTAS MINAT KELAS X SMA DENGAN PENDEKATAN PRAGMATIK

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Mulyani Mulyani
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Pragmatic Approach ◽  
Teaching Materials ◽  
Product Forms

The quality of English learning in high schools (SMA) needs to be improved to achieve better target competencies. One effort that can be taken is to improve the quality of teaching materials. From a number of instructional materials or textbooks of English language, it seems that improvements still need to be made, especially related to the pragmatic elements contained in the textbook. Teaching materials that present a pragmatic approach are still very limited.This study aims to find out about the forms of English language teaching materials and develop them with a pragmatic approach in order to improve the quality of learning. The research method used is research and development. Data collection techniques used in this study through observation, in-depth interviews, and questionnaires. Research development procedures include information gathering, planning, developing initial product forms (product design), field testing, and product revisions. Analysis of the data used is qualitative and quantitative analysis.The results of this study in the form of findings about the form of cross-interest program teaching materials for high school students tend to use the Englis To Pathway Specialization Program written by M. Sudarwati and Eudia Grace published Erlangga Publishers. The results of the development of English teaching materials in the cross-interest class X program with the pragmatic approach emphasize on systematic: (a) basic competence, (b) social function, teaching and learning activities, (c) topic, (d) linguistic element, (e) definition, (f) exercise / assignment, and (g) pragmatics corner.Development of English language teaching materials is dynamic. Therefore, it requires further research in the field of English for specific purposes, especially teaching materials for cross-interest programs for science and social studies programs in high school. 

scholarly journals DISFLUENCY IN ENGLISH LANGUAGE TEACHING?

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Laura Loder Buechel
Keyword(s):  
Foreign Language ◽  
Elementary School Teachers ◽  
English Language ◽  
English Language Teaching ◽  
School Teachers ◽  
Desirable Difficulties ◽  
Language Classrooms ◽  
Alternative Practices ◽  
English Language Classrooms

Desirable difficulties, coined by Bjork (1994), includes concepts such as spacing learning, interleaving, and disfluency, all of which can be practiced in the English as a Foreign Language (EFL) classroom. Sans Forgetica, a disfluent font developed at RMIT University in Australia, was specifically designed to enhance learning. Seventy-two preservice elementary school teachers in Switzerland participated in this study aimed at increasing awareness of desirable difficulties in general, and more specifically in the role of disfluency in reading comprehension. No significant differences between participants receiving a text on scaffolding and desirable difficulties in EFL classrooms in Sans Forgetica or Arial were found yet this study contributes to a larger discussion of alternative practices in English language classrooms around the world. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0640/a.php" alt="Hit counter" /></p>

Making Phonemic Inventories of Nepali Mother Tongues and its Implications to English Language Teaching: A Case of Dungmali

2019 ◽  
Vol 10 (1) ◽  
pp. 123-142
Author(s):  
Nirajan Rai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rich Country ◽  
Teaching English ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Linguistic Backgrounds

This article presents the idea why phonemic systems of students' mother tongues should be studied while teaching English? As Nepal is a rich country in terms of linguistic diversity, students having different linguistic backgrounds attend the English language classrooms every day. However, their perception of learning English language is different to each. They think English is very hard, talent one only masters it. Teachers also are not aware on vast distinctions of sound systems of students' mother tongues with English that affects language learning hugely. This gap is one of the major issues of English language teaching in Nepal. This paper attempts to analyze this issue by making phonemic inventory of one of the Nepali mother tongues of Nepal; Dungmali. It emphasizes the importance of phonemic inventories with reasons in reference to English Language Teaching.

scholarly journals Model Bahan Ajar Bahasa Inggris Untuk SD Berbasis Pendekatan Kontekstual

2019 ◽  
Vol 21 (3) ◽  
pp. 231-240
Author(s):  
Herlina Usman ◽  
Nidya Chandra Muji Utami ◽  
Otto Fajarianto
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Fifth Grade ◽  
Contextual Approach ◽  
Teaching Materials

To develop a model of English language teaching materials based on a contextual approach. English learning in elementary school is the mastery and increase in the number and enrichment of vocabulary to support the mastery of the four English language skills, namely speaking, listening, reading and writing. This study uses mixed methods, research and development of teaching materials in research, adapted from the models of Borg and Gall and models of Dick, Carey and Carey. The four stages in this research are (1) the stage of research and information gathering, (2) the stage of draft development, (3) the stage of testing and product revision, (4) the stage of finalization and dissemination. The results of the research and development were obtained in the fifth grade English language teaching material model. Through a series of stages of developing instructional materials, a product of English language teaching materials for the fifth-grade elementary school was obtained based on a contextual approach that fulfills the characteristics of good teaching materials that can be used by fifth grade students throughout Indonesia.

scholarly journals Authenticity and awareness of English as a lingua franca in English language classrooms

2021 ◽  
Vol 48 (1) ◽  
pp. 103-122 ◽  
Author(s):  
ANTONIO TAGLIALATELA
Keyword(s):  
English Language ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Teachers ◽  
The One ◽  
English Language Classrooms

Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

scholarly journals The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City

2020 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Nasser Alasmari ◽  
Amal Alshae’el
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Proficiency Levels ◽  
Language Classrooms ◽  
Teaching Learning ◽  
English Language Classrooms

English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.

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