scholarly journals The Effectiveness of Using Language Arts in the English Language Curriculum to Teach Pronunciation and Vocabulary among Year One Students in One Semi Urban School in Malaysia

2020 ◽  
Vol 8 (4) ◽  
pp. 20-26
Author(s):  
Ganesan Shanmugavelu ◽  
Malar Arasi RK Sundaram
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Traditional Method ◽  
English Language ◽  
Urban School ◽  
Language Curriculum ◽  
English Curriculum

The English Language curriculum in Malaysia is using Language Arts to teach English. Language arts is a new component designed to create appreciation and enjoyment amongst pupils as they learn the language. This fun-filled and innovative section in the new English Curriculum is a great experience and used as well as a means to create confidence in pupils to use the language without inhibitions. The focus here is the use of language arts to teach pronunciation of words and understanding the meaning of the words better among the Year One students in a semi-urban school. Therefore the research has attempted to study the effectiveness of using songs to teach pronunciation and vocabulary among these students, as compared to using the traditional method, drilling, to teach pronunciation and vocabulary.

One English Language Arts Teacher’s Journey as a Secondary Teacher-Mentor: Life in the Hyphen

2018 ◽  
Vol 67 (1) ◽  
pp. 244-260
Author(s):  
Josephine Peyton Marsh ◽  
Maria Hernandez Goff
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Urban School ◽  
Figured Worlds ◽  
Secondary English ◽  
Teacher Mentors ◽  
College Prep ◽  
Situated Identity ◽  
Teacher Mentor

This article shares the results of a case study that explored Annie’s socially situated identity as a secondary English Language Arts teacher-mentor over 5 years at an urban school. Annie’s identities as a teacher-mentor occupied the space of the hyphen—sometimes a teacher, sometimes a mentor, sometimes both. Using discourse analysis, we describe how Annie positioned herself and was positioned as a mentor and a teacher. We explore Annie’s transformations informed by figured worlds associated with the Discourses of Mentor and Teacher at College Prep. Annie’s teacher-mentor identity shifted, evolved, and overlapped in this space as she interacted at College Prep and was influenced by institutional and societal Discourses, including students’ home Discourses. The study points to the need for more and perhaps different kinds of support for mentor-teacher/teacher-mentors who work in urban school environments to prepare them to negotiate potential conflicts in their identities.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Teacher to Teacher: What Picture Books Do You Recommend for Use in the English Language Arts Classroom?

1999 ◽  
Vol 88 (4) ◽  
pp. 27
Author(s):  
René Matthews ◽  
Maria Conti Mingrone ◽  
Leah A. Zuidema ◽  
Elizabeth G. Mascia ◽  
Gracie Conway Panousis ◽  
...  
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Picture Books ◽  
English Language
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