scholarly journals Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh

IIUC Studies ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 99-110
Author(s):  
Md Maksud Ali
Keyword(s):  
English Language ◽  
Literacy Practices ◽  
National Policy ◽  
Language Education ◽  
English Language Teaching ◽  
English Language Education ◽  
Policy Makers ◽  
Traditional Concept ◽  
Cultural Concepts ◽  
Speakers Of Other Languages

This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners. IIUC Studies Vol.14(2) December 2017: 99-110

scholarly journals FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)

2018 ◽  
Vol 12 (1) ◽  
pp. 105-124
Author(s):  
Andi Muhammad Dakhalan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
School Facilities ◽  
School Curriculum ◽  
English Language Teaching ◽  
English Language Learning ◽  
English Language Education ◽  
Learning English

The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

scholarly journals Students’ Understanding on Spoken Discourse in The Context of English Language Teaching (ELT) at University

2021 ◽  
Vol 5 (1) ◽  
pp. 265
Author(s):  
Dias Andris Susanto ◽  
Masitoh Oktavia ◽  
Lina Tri Astuty Beru Sembiring
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Research Approach ◽  
English Language Education ◽  
Study Program ◽  
Spoken Discourse ◽  
Key Terms

Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT

scholarly journals Cram Schools in Japan: The Need for Research

2015 ◽  
Vol 39 (1) ◽  
pp. 26 ◽  
Author(s):  
Robert Lowe
Keyword(s):  
Education System ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Japanese Education ◽  
English Language Education ◽  
Specific Field ◽  
Cram Schools ◽  
Cram School

The private juku (cram school) industry is an enormously profitable and influential area of education in Japan, including in the specific field of English language teaching (ELT). However, while much research has been carried out in other areas of ELT in Japan, juku have largely escaped the attention of researchers. This paper attempts to argue the need for more research into English language education as it is practiced in juku. The article first situates juku within the Japanese education system, and then illustrates the extent to which juku have been under-researched when compared to other ELT contexts in Japan. The author advocates the need for more research into ELT to be carried out in juku, and finally suggests some areas into which this research could be conducted. 学習塾産業は大きなビジネスであり、日本の英語教育に大きな影響を与えている。ところが、高校や大学などでの英語教育に関する研究は多くなされているが、学習塾での英語教育の研究はされていない。本論では、初めに、学習塾の現状を説明し、次に、どれだけ学習塾の英語教育の研究が不足しているか説明する。最後に、学習塾の英語教育の研究の必要性を訴え、より多くの研究がこの分野で行われるべきであると論じる。

scholarly journals Language Education for Forced Migrants: Governance and Approach

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 74
Author(s):  
Chick ◽  
Hannagan-Lewis
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Policy And Practice ◽  
Policy Makers ◽  
Barriers To Education ◽  
Language Classes ◽  
Speakers Of Other Languages ◽  
And Migration

: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons’ Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.

scholarly journals Experimental Research in English Language Teaching: A Peek from Undergraduate Students' Theses

2021 ◽  
Vol 4 (1) ◽  
pp. 32-38
Author(s):  
Muhammad Affan Ramadhana ◽  
Deis Kondo Allo
Keyword(s):  
Experimental Method ◽  
Undergraduate Students ◽  
English Language ◽  
Undergraduate Research ◽  
Language Education ◽  
English Language Teaching ◽  
English Language Education ◽  
Study Program ◽  
Research Designs ◽  
Quasi Experimental

This study focused on the undergraduate students’ theses submitted to the English Language Education study program in Universitas Cokroaminoto Palopo. A total of 53 theses between 2014-2018 were collected. The main purpose of this study is to capture the trends of experimental method used in students’ undergraduate research. The selected sample is only the theses submitted by students who have been finished study in not later than four years. Skill and elements, the technique of sampling, types of treatments, level of the school, types of the experimental method, and research instruments were analyzed. The results revealed that vocabulary is the most researched language skills. In terms of research designs, random sampling, pre-experimental, and test instruments dominated. Quasi-experimental only a little bit used that was found in 2014 of three theses used and true-experimental was not found at all. As for types of treatment (independent variables), learning media is dominantly used.

Learning English to fly: A study of Chinese cargo airline pilots’ learning engagement

English Today ◽  
2017 ◽  
Vol 33 (4) ◽  
pp. 5-11
Author(s):  
Ke Zhao ◽  
Xiaohang Guo ◽  
Xuesong Gao
Keyword(s):  
English Language ◽  
Language Education ◽  
Civil Aviation ◽  
English Language Education ◽  
Learning Engagement ◽  
Language Competence ◽  
Policy Makers ◽  
Airline Pilots ◽  
International Airline ◽  
Learning English

Due to a growing concern with the English language competence of international airline pilots, a growing body of research has been conducted on issues related to the International Aviation English Test, which pilots need to pass in order to fly on international routes (e.g. Jones, 2003; Ragan, 1997; Seiler, 2009). This paper contributes to this research by reporting on a mixed method inquiry into Chinese pilots’ engagement with learning English for aviation. The study involved a survey of 165 pilots working for a major Chinese cargo airline, and follow-up interviews with two of the surveyed participants (one senior and one junior) to explore their International Civil Aviation Organization (ICAO) test preparation and learning engagement. The findings of the study indicate that policy-makers and relevant English language education specialists need to develop tailor made courses that will better help these pilots to improve their command of English and thus ensure aviation safety.

Local responses to global English: perceptions of English in Taiwan

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 67-72 ◽  
Author(s):  
Han-Yi Lin
Keyword(s):  
English Language ◽  
National Policy ◽  
Language Education ◽  
First Century ◽  
Cultural Institutions ◽  
English Language Education ◽  
Global English ◽  
Local Responses ◽  
English Language Policy ◽  
The Status

English language policy in Taiwan has undergone major changes at the beginning of the twenty-first century. The national policy of promoting English and the extension of English-language education at the elementary level has inevitably had a great impact on Taiwan's education system and the status of English in Taiwan (see Chern, 2003; Hung, 2003; Chen, 2006). While the global spread of English has been taking place via national policy and cultural institutions such as schools, a relevant question is how the spread of English is perceived and what responses are made by individuals in Taiwan.

scholarly journals Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon

2017 ◽  
Vol 6 (6) ◽  
pp. 106
Author(s):  
Carlous Muluh Nkwetisama
Keyword(s):  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Indigenous Languages ◽  
Access To Education ◽  
English Language Education ◽  
English Language Teachers ◽  
Different Levels ◽  
Local Languages

The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon. 

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