A Warm wELLcome for Language Learners: Black Lives Matter in Teaching English as a Second Language!

2021 ◽  
Vol 49 (4) ◽  
pp. 71-78
Author(s):  
Kristin Lems
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching English ◽  
Black Lives Matter

Teaching English to Second Language Learners in Academic Contexts

2018 ◽  
Author(s):  
Jonathan M. Newton ◽  
Dana R. Ferris ◽  
Christine C. M. Goh ◽  
William Grabe ◽  
Fredricka L. Stoller ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching English

scholarly journals American English in Teaching English as a Second Language

2021 ◽  
Vol 3 (2) ◽  
pp. 52-57
Author(s):  
Mammadova Gunay Aqil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
American English ◽  
Contemporary History ◽  
Teaching English ◽  
Qualitative And Quantitative Methods ◽  
The Usa

With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.

scholarly journals Bridging the Grammar Gap: teaching English grammar to the iPhone generation

English Today ◽  
2012 ◽  
Vol 28 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Bas Aarts ◽  
Dan Clayton ◽  
Sean Wallis
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
The United Kingdom ◽  
Explicit Teaching

For second language learners, the value of the explicit teaching of English grammar has never been questioned. However, in recent times there has been dissent about whether or not to teach English grammar to native speakers. From the late 1960s onwards English grammar teaching in the United Kingdom largely disappeared from the curriculum, and was replaced by teachers focusing on students learning to express themselves. This was in the main not a bad thing, because it made students active participants in their own learning, and they were expected to think critically and express themselves well. The teaching of grammar, with its emphasis on rules, drilling and learning by rote, was seen as conformist, dull and unnecessary, and this view seemed to be confirmed by research into the effectiveness of grammar teaching.

scholarly journals Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective

2018 ◽  
Vol 3 (3) ◽  
pp. 259
Author(s):  
Joseph Agofure Idogho
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Second Language Learners ◽  
Effective Communication ◽  
Teaching English ◽  
English As Second Language

<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>

scholarly journals THE EFFECTIVENESS OF HUMOUR USED BY TEACHERS IN TEACHING ENGLISH TOWARDS SECOND LANGUAGE LEARNERS (SLL)

2019 ◽  
Vol 2 (8) ◽  
pp. 116-127
Author(s):  
Farah Shalin Amanah
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Teaching English

This paper discusses the effectiveness of humour used by teachers in teaching English towards second language learners (SLL). In addition, it also explores the use of definitions and classifications of humour generally and in-depth which is suggested to be implemented by teachers towards second language learners in implementing the teaching and learning process. The purpose of the study is to review the previous researchers regarding humour used in many factors. Data was gathered based on past studies. The review found that humour is one of the strategies needed to be used by teachers in learning, and the methodologies are adopted vary across studies. The implication of the study is for future researchers to examine more in-depth the humour should be used in teaching especially in the Malaysian context.

scholarly journals TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKING

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Carolyn Fairjones
Keyword(s):  
New York ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching English ◽  
Listening And Speaking

TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKINGJonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift New York: Routledge, 2018

scholarly journals Top-Up Students Second Language Talk Time through Vlogs

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Beena Anil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Oral Communication ◽  
Teaching English ◽  
Communicative Skills ◽  
Student Collaboration ◽  
English Teaching ◽  
Teacher Student ◽  
Teachers And Students

In this technological era, students need a change in everything especially in learning a subject which is considered to be a difficult one for second language learners (SLL). The advent of internet at all levels of learning in the educational arena is a boon to English teachers to improve the communicative skills of students. This paper shows how Vlog (a fusion of video and blog) to be used in an English teaching classroom to improve students’ oral communication. Vlog helps students to practice English even outside the classroom, give instant teacher’s feedback about their performance and can watch fellow students’ performance. This paper discusses how teachers and students can very easily use vlog by understanding the computer mechanism. Keywords: teaching English, communicative skills, Vlog, teacher- student collaboration

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