scholarly journals Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus

2016 ◽  
Vol 6 (4) ◽  
pp. 967-983
Author(s):  
Namsook Kim
Keyword(s):  
Classroom Practices ◽  
English For Academic Purposes ◽  
Teacher Talk ◽  
International Higher Education ◽  
Language Pedagogy ◽  
International Language ◽  
Teacher Student ◽  
The U.S ◽  
Learning English

Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher’s talk and its role on international students’ learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews, and documents led to finding multidimensional characteristics of Critical Teacher Talk (CTT). I also found evidence of the role of CTT on production-process-affective aspects of learning English as an International Language. The findings further shed insights on the need to train and practice Critical International Language Pedagogy with the triadic principles—transnational culture building, critical caring, and authentic learning—among international higher education educators and teachereducators.

scholarly journals The Role of Business Dictionaries

2016 ◽  
Vol 4 (1) ◽  
pp. 218
Author(s):  
Valbone Zeqiraj Nimani
Keyword(s):  
Job Performance ◽  
English Language ◽  
Business Students ◽  
English For Academic Purposes ◽  
Advanced Learners ◽  
Bilingual Dictionary ◽  
International Language ◽  
Knowing That ◽  
Instrumental Reasons

English language is an international language or one can freely say that it is an everyday language no matter which country you live in or which country you come from. We can say so, considering the fact that business has become one of the life neccesities and knowing that doing bussines means having to do with different people from all over the world, and the language used in every field is English. Nowadays no studies, no travelling, no business can be run without being able to speak English language. In response to these needs, this article is an attempt to provide a guided approach to ESP dictionaries design for business students at tertiary level.. When designing an English course, the primary issue is the analysis of learners’ specific needs and the appropriate literature that suits those needs. Learners want to learn EOP ( English for Occupational Purpose), EBE (English for Business and Economics), EAP (English for Academic Purposes) etc, all for instrumental reasons. Some learners are preparing for future jobs in which they will use English, whereas others want to learn it to improve their current job performance in dealing with particular partners or customers. All of these purposes can be achieved only by using the proper dictionary which will enable learners to learn their ESP in a faster and easier way. A bilingual dictionary is necessary due to the level of the students at the beginning. An english-english one is only used with advanced learners. It is absolutely necessary to use one, but very often teachers first have to teach learners how to take advantage of it and take time to work with examples on the different meanings depending on the context.

PENERAPAN METODE WSM PADA FAKTOR PENYEBAB RENDAHNYA MINAT MAHASISWA DALAM BELAJAR BAHASA INGGRIS

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Friskila Parhusip ◽  
Dedy Hartama ◽  
Zulaini Masruroh Nasution
Keyword(s):  
English Language ◽  
Student Interest ◽  
Weighted Sum ◽  
Test Results ◽  
International Language ◽  
Method Student ◽  
Level Of Understanding ◽  
Learning English

English is one of the important components in realizing a quality college and being an international language means the language that will be used when conducting conversations between countries or nations. To realize a quality college, STIKOM Tunas Bangsa began to impose an increase in learning English. However, this was found to be an obstacle, namely the low interest of students in learning English. In this study will be determined the factors that are the main reason for the low interest of students in learning English. Data inputted based on the results of the questionnaire with the STIKOM Tunas Bangsa case study, then processed using the Weighted Sum Model (WSM) method by determining the alternatives to be used as reference in retrieval. decisions, namely, the level of difficulty, the level of understanding, environmental factors, and the role of the lecturer. The test results show that the WSM method is able to produce factors of low student interest in learning English based on the required criteriaKeywords: English Language, Decision Support System, WSM Method, Student Interest.

scholarly journals CLT Classrooms: Teachers' Role & A Bangladesh Perspective

IIUC Studies ◽  
2012 ◽  
Vol 7 ◽  
pp. 131-146
Author(s):  
Sawsan Tarannum
Keyword(s):  
English Language ◽  
Classroom Teacher ◽  
Student Interaction ◽  
Teacher Talk ◽  
English Learning ◽  
Crucial Importance ◽  
Organization And Management ◽  
Teacher Student ◽  
Language Classroom

This paper is designed to look at the role of teacher talk and teacher-student interaction in the management of communicative English learning. In particular, the focus is given on the activities of the teachers in a communicative English language classroom. For the organization of the classroom, teacher talk is of crucial importance. The language which teachers use is important for the organization and management of a communicative English language classroom, because it is the medium through which teachers either succeed or fail to implement their teaching plans. In this paper I have tried to discuss the role of a teacher in a communicative way. Teachers have to play different roles in CLT classrooms; therefore I will focus on their functions in general and their problems in the context of Bangladesh in particular. DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12265 IIUC Studies Vol.7 2011: 131-146

scholarly journals Another Side of Global Mobility: Higher Education Access Among Students from Refugee Backgrounds

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Diep Luu
Keyword(s):  
Higher Education ◽  
International Higher Education ◽  
Structured Interviews ◽  
Cultural Wealth ◽  
Higher Education Access ◽  
Education Access ◽  
Inquiry Approach ◽  
University Experience ◽  
The U.S

This project explores how students from refugee backgrounds describe the role of community cultural wealth in their movement into and through their university experience. It analyzes the educational journey of five students from refugee backgrounds. The participants’ countries of origin include Egypt, Eritrea, Japan, Togo, and Vietnam. The study followed a narrative inquiry approach and relied on semi-structured interviews and their personal statements for university application. This study contributes to the field of comparative and international higher education by bridging the U.S. and international literature and contributes to a synthesis of existing knowledge that may inform the work of educators working with this student population.

Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia

2019 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Andi Samsu Rijal ◽  
Andi Mega Januarti Putri
Keyword(s):  
Language Choice ◽  
Migrant Children ◽  
Immigrant Communities ◽  
The Public ◽  
International Language ◽  
Language User ◽  
Public Area ◽  
Better Than ◽  
Language Mastery

The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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