scholarly journals Parents’ Perceptions of Their Young Children’s English Literacy Acquisition: A Narrative Inquiry

2021 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Rizka Junhita Rahma Wanodya ◽  
Nur Arifah Drajati ◽  
Sri Samiati Tarjana
Keyword(s):  
Foreign Language ◽  
Narrative Inquiry ◽  
Literacy Development ◽  
English Language ◽  
Literacy Acquisition ◽  
English Language Teaching ◽  
The Other ◽  
Learning Goals ◽  
English Literacy ◽  
Early English

The purpose of this study is to explore the families’ perceptions of their contribution in promoting their young children’s early English literacy acquisition. The researchers used questionnaires and interview to collect the data. The researchers applied an in-depth open-ended interview to two families who have a role in promoting their children’s English literacy development. The researchers also applied questionnaires to support the data. The researchers used a survey to apply the questionnaire to the respondents. The result showed that most of the parents in Indonesia hadn’t given their awareness of their children’s early English literacy acquisition. Since English was categorized as the foreign language of Indonesian people, most of the families did their mother language (L1) at home with their children. Thus, there are two implications of this study. The first implication of this study is to increase the parents’ awareness of the benefit of implementing children’s early English literacy. The other implication for English Language Teaching is to help the teacher and school institution to have collaborated with the parents to increase the development of children’s early English literacy. Thus, the teacher can teach English easier and may achieve the learning goals which are very useful for all parties (parents, children, and teachers) in the future.    

scholarly journals Božić i Nova godina u podučavanju engleskog jezika u nižim razredima osnovne škole

2006 ◽  
Vol 1 (1.) ◽  
Author(s):  
Irene Peršić ◽  
Anica Perković ◽  
Nermina Gravkić
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
English Language ◽  
Fourth Grade ◽  
First Grade ◽  
English Language Teaching ◽  
English Teaching ◽  
Teaching Culture ◽  
Young Learners ◽  
Early English

The article deals with celebrating Christmas and New Year in English teaching in junior classes of elementary school. Celebrating holidays is a good way of introducing a foreign language to young learners. As teachers we must be interested in teaching culture as an indispensable part of early English language teaching. Christmas and New Year are the two most common holidays and they should be taught in all grades beginning with their introduction (in the first grade) and then repeating their elements learned the year before (second, third and fourth grade). By celebrating them the teacher stimulates learners to acquire and learn a foreign language with ease and great fun.

scholarly journals Code-switching in Intercultural Communication and English Language Teaching

2021 ◽  
Vol 8 (7) ◽  
pp. 286-294
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Code Switching ◽  
English Language Teaching ◽  
The Other ◽  
Teaching Context ◽  
Language Classroom

Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.

scholarly journals Teaching Collocations in EFL Classroom

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nasrin S. Altuwairesh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Other ◽  
Single Word ◽  
Efl Learners ◽  
Other Hand ◽  
The One

The last two decades have witnessed a growing interest in vocabulary items consisting of more than a single word in the field of English language teaching (ELT) (Nation & Meara, 2002, p. 36; Schmitt, 2000, p. 96). Researchers in the area came to notice that language is produced by native speakers as 'chunks' rather than single words (Schmitt, 2000, p. 42; Read, 2000, p.20). This entails that if language instructors wish English as a foreign language (EFL) learners to attain native-like proficiency, they should be trained on the use of chunks of language and equipped with a large number of them. Such multiple-word items, Schmitt (2000) explains, constitute a rather high percentage of the English language and are drawing more attention. Thus, these chunks of language are worth spending time on in any language course. The purpose of the following paper is two-fold: on the one hand, the researcher intends to get ELT instructors aware of the concept of collocations and its significance, for those who are not already aware of this aspect of language. On the other hand, the researcher aims at suggesting ways to help learners develop collocational knowledge.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

scholarly journals The development of an online game-based simulation for the training of English language teachers in virtual environments

2020 ◽  
pp. 334-341
Author(s):  
Areti Vasmatzoglou ◽  
Neasa Ní Chiaráin
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Practical Experience ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Goals ◽  
Design Development ◽  
Practice Experience ◽  
Speakers Of Other Languages ◽  
Practice Opportunities

Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

2015 ◽  
pp. 276-295
Author(s):  
Buğra Zengin ◽  
Duygu Doğan ◽  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Learning Resources ◽  
Original Language ◽  
English Major ◽  
Students Attitudes ◽  
Low Exposure

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

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